This developmental study explores the process and outcomes of creating an active learning classroom within a higher education setting. To support student success, institutions have increasingly redesigned their learning spaces to promote active learning. Early initiatives often aimed to facilitate collaborative learning and reduce reliance on traditional lectures. However, emerging research suggests that effective active learning environments should integrate both collaborative activities and instructor-led discussions. An instructional design and technology program at a small midwestern university was given the opportunity to completely redesign its learning space. Guided by the Pedagogy, Space, and Technology framework and existing research, the team conducted a systematic needs assessment, design, and development process. Design principles were formulated to address pedagogical, spatial, and technological considerations, ensuring the classroom supported a range of activities including lectures, small group work, and classwide discussions. Key design decisions and the resulting renovated space are detailed, highlighting the integration of centralized focal points for lectures and discussions alongside flexible workspace for group and individual activities. The study contributes to ongoing discussions on innovative learning spaces and offers practical guidance for educators seeking to enhance active learning environments.