<p>The architecture and design of learning environments have been recognized in the last two decades for their intrinsic effect on educational practice. This recognition has led to massive investment in the (re)design, (re)planning, and (re)building of learning environments. However, while changes are occurring, little is known about the conceptual frameworks that guide these planning and design processes. Therefore, this interdisciplinary study asked: What are the conceptual frameworks behind the planning and design of learning environments? And how do these conceptual frameworks articulate a dialogue between education and space? These questions were examined through a qualitative content analysis of architectural and educational scholarship on processes of planning and design of learning environments. We present five typological conceptual frameworks that underpin these processes: the engineering-industrial, the scientific, the patterns, the hermeneutic-interpretive, and the user experience frameworks. The typology is based on the classification of different paradigmatic assumptions that lead to various forms of dialogue between education and space, and between learning and environment. The conceptualization presented enables a more systematic discussion between architects, designers, and educators involved in the planning and design of learning environments.</p>