The complex everyday structures of learning and educational spaces for children and adolescents exacerbate the heterogeneity within student bodies and challenge the educational monopoly of schools in a boundary-less manner. How is the school space pedagogically justified in contrast to the non-school environment? What power strategies do these school space concepts prefer when dealing with heterogeneity? An analysis of 750 school designs reveals surprising answers to these questions. The results of the study culminate in a typology of designs for school power spaces. It can be compellingly demonstrated that while there are significant school-type specific differences in pedagogical justification, there are none in the design of school spatial arrangements. Contrary to the programmatic discourse about the opening of schools, there is a cross-school type effort focused on achieving successful outcomes.