The present study explores teaching practices and how teachers navigate the transition to Innovative Learning Environments (ILEs), focusing on the interplay between the physical learning environment and teachers’ practices. The study is situated within a Swedish municipality that embarked on the construction of a new school designed as an ILE. The theoretical foundation of this study relies on the Typology of Teacher Power and Control (TTPC), an analytical tool based on Bernstein’s (2000) theory, offering perspectives on power and control dynamics in the classroom. The study integrates convergent mixed methods, combining classroom observations and retrospective teacher interviews, providing both objective and subjective insights into teachers’ practices. The analysis reveals varied teaching practices in ILEs. Classroom data show teachers clustering based on power and control distribution. Communication patterns reveal distinct teaching practices: Cluster I, identified as the authoritarian mitigator, is teacher-centred, Cluster II, the conservative explorer, exhibits mixed control, Cluster III, the empowering coach, emphasises student autonomy with teacher support, and Cluster IV, the flexible facilitator, promotes broad student empowerment. Interview insights corroborate these findings. The findings may interest researchers investigating teachers’ transition to ILEs and support professional development in teacher education and municipal ILE planning.