This article aims to shed light on the spatial experiences of newly arrived pupils in relation to both their social and academic life at school. Data is derived from an on-going municipal project and includes 90 photographic images taken by nine newly arrived pupils as a basis for auto-driven photo elicitation interview methodology. The study draws on analytical spatial concepts and is placed within a theoretical frame contributed by the geography scholar Doreen Massey and three propositions. The interviewed pupils express mainly positive experiences. The findings also reveal the complexity of space in school.