This study explores teaching in flexible spatial and digital conditions in a newly built school. It analyzeshow teaching is organized, how furniture and classroom space creates different meaning-makingopportunities,and whatresourcesand practices are offered to stimulate students’ meaning-making. The analyses of a teacher team’s planning and teaching of the thematic work project “About Space” in Years 2 and 3 (eight-to nine-year-old children) reveal a linear character dominated bypermissive and contemporary activities in the digital space. Students read, watched, and wrote through a multimodal experience of the content on their tablet computers, and they used workspaces in the classroom they prefer according to the activities. The teachers’ spatial framing allowed both free movement and static arrangements, providing possibilities for diverse relation-building and requiring teachers’ preparedness to re-evaluate teaching designs to match the learning activities. It is the combined synergy of space, actors, and resources that provide a powerful tool for understanding the complexity at play, maintaining a balance between structure and free exploration.