This paper is part of a four-year longitudinal research project on teachers played out practice in innovative learning environments (ILEs). This paper reports on findings from the first year of data collection by focusing on the analysis of classroom observation data and teacher interviews. The aim is to examine and unpack emergent and varying practices in the ILE based on two dimensions of teachers’ organisation of the classroom space and communication in practice. A convergent mixed methods study and analysis was conducted. In the ILE school, one teacher from each grade (K-9) was observed and interviewed. Observational data and interview data was analysed in different steps aiming for an integrated analysis in which conclusions are drawn based on a broader explanation of the variations found in the emergent teacher practice. A theoretical informed analysis was conducted on 10 classroom observations by using the Typology of Teacher Power and Control (TTPC). The analysis identifies six teaching practices that reflect student-centred learning, characterized by increased student power and control, and are visually represented in the TTPC-matrix to visualise teachers’ emergent practices. Through thematic analysis of interview data, anticipated findings include themes related to the physical learning environment, teacher communication, and connections between teacher beliefs and their implemented practices, allowing for an integrative understanding of these dynamics.