Though sensory spaces are a common feature within many special needs schools, the way in which they are designed and resourced varies greatly between provisions as do the types of activities that take place within them. A short series of case studies has been carried out across a cross section of UK special needs schools to demonstrate this contrast whilst also attempting to better understand the reasoning and motivation behind their design and usage. In 2012, eight schools were visited in England and Wales with the aim of documenting the types of sensory space that were available, the resources that were featured within each space and the types of sensory activities that were being used. The key themes that emerged during the case studies are discussed alongside an historical overview of the conception and evolution of the multisensory environment.