Maker-based classrooms are unique educational settings that offer rich and diverse opportunities for student learning. Within these contexts, the design of physical space and movement are central to teaching and learning. However, little work has explored the role of teachers’ physical movement and use of space in maker-based classroom environments. In parallel, a growing body of work in teacher education is beginning to highlight the importance of teachers’ movement and use of space to responsive teaching. My dissertation bridges these two areas of research by using a case study approach and a geospatial visualization method called interaction geography to investigate teachers’ spatial pedagogies in a maker-based classroom. Specifically, I visually explore how three instructors in a university-level maker-education based course incorporated diverse spatial pedagogies across a semester. Findings advance concepts and methods to understand teaching as a situative and spatial practice in maker-based learning environments and have implications for teachers, teacher educators, architects, administrators, and researchers interested in the design and use of physical classroom spaces.