This chapter introduces the volume, states the argument, identifies the academic discourse(s) that the argument intervenes upon, and lays out the structure of the study. It opens with an inciting incident of examining the Plaza de tres culuras in modern-day Mexico and linked to its past as a birthing ground of colonial education. The narrative of the Colegio de Santa Cruz Tlatelolco emerges as a clear example of places that have housed multiple visions of learning over the centuries. Key topics and themes enter the readers’ minds: Historian Robert Ricard and spiritual conquest discourse, Bernardino de Sahagún and the student-documentarians of the Colegio, Indigenous sense of place as tied to family courtyards, and architecture as an archive for learning environments. The historiography begins with a call to action relating to ethnohistory, art history, education studies, and Spanish colonialism, noting key arguments my predecessors posed and connecting the study to the latest findings of my peers. Highlights include an advocacy for ethnohistory that bridges disciplines and focuses on linguistics to understand local art, religion, and education. The concept of the “learningscape” and how to approach visions of learning studies is a central takeaway, and readers discover the problematic rhetoric of Western terminologies surrounding “tequitqui” art.