This study highlights how 20 Swedish principals, school managers and architects involved in planning, construction and reconstruction of primary and secondary school buildings at regional, municipal and local levels represent good learning environments. Drawing on semi-structured interviews, the analysis focuses on how the stakeholders understand the physical, pedagogical and social aspects of learning environments, including the power relations and principles of control that are embedded in their understandings. The findings indicate two orientations when the interviewees discuss good learning environment, an orientation towards clearer boundaries and control in physical, pedagogical and social spaces (strong classification and framing), and an orientation towards weaker boundaries and control (weak classification and framing). The first orientation is directed towards what, in previous research and policy discourses, is described as traditional school design, whereas the second rejects some basic principles of traditional school design and aligns with what is commonly described as innovative school design.