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To promote student learning and bolster student success, higher education institutions are increasingly creating large active learning classrooms to replace traditional lecture halls. Although there have been many efforts to examine the effects of those classrooms on learning outcomes, there is paucity of research that can inform the designand implementation process. This study investigates how spatial and technological featuresof a large collaborative classroom support active learning based on the Pedagogy-Space-Technology framework. The findings from our study suggest short lecture and class-widediscussion are essential in framing learning content before group activities, and connecting group outputs to the learning content after group activities. Through interviews, surveys,and focus groups, we found that-while small group activities are generally well-supportedin large active learning classrooms facilitating short lecture and class-wide discussion iskey to the success of active learning in large classrooms. Technology should be carefullylaid out in the space to accommodate those activities. Specific design and implementation suggestions and implications are provided.