This paper is concerned with extending existing understandings about the role of schools as sexualising agencies. It seeks to uncover previously undisturbed spatial and material dimensions of schooling with regards to sexualities and their implication for how young people learn about sexualities at school. In this regard the paper asks, how do apparently mundane spatial and material schooling arrangements constitute particular sexual meanings and identities for students? A visual methodology is employed to capture schooling places students identify as constitutive of sexual meanings and identities. How students' embodied sexual practices negotiate and contest these spatial/material configurations is also investigated. Through this analysis the presentation makes a theoretical contribution to an understanding of space as an in process materiality. It is concluded that the spatial and material arrangements of schooling contribute to a larger schooling project concerned with muting and regulating young people's sexual subjectivities.