This chapter aims to establish an understanding of approaches to queer theory via the teaching and learning of spatial design subjects in higher education. Introducing ‘experimental realism’ as a pedagogical approach to (speculative) spatial design subjects, the chapter will discuss the relational binaries of architecture and interiority through an understanding of identity discourse, and map the relationships between key interpretations of queer theory. In addition, it will consider the impacts that speculative design, diegetics/mimetics, and equitable futures could have on teaching and learning in spatial design. Ultimately the chapter aims to serve as a provocative catalyst for queer theory and queer pedagogy to be read spatially and/or architecturally: as Oliver Vallerand has written, “[d]espite most of the thinking about the relation between queerness and architecture taking place in the academic world, its impact on architectural pedagogy has been quite limited. However, to be transformative, the acts of queering space and of queering design should be thought about at the root, in design schools.” (Vallerand, 2018, p.141) In education specifically, the queering of archetypal architectural teaching practice, process and product may offer an opportunity to interrupt heteronormativity at its inception. Acts of queering in the educational context open up new avenues of thinking and practice that go beyond the narrow confines of identity politics, towards making space for equitable and desirable futures.