Over the 20th century, Dutch Montessori school architecture evolved from teacher-centred to child-centred spaces that are in harmony with Maria Montessori’s pedagogical vision. This paper conducts research using a literature review and a case study of the 1e Montessorischool the Wielewaal (1927, Dienst der Publieke Werken), the Arnhemse Montessorischool (1953, Piet Leupen), and the Amsterdamse Montessorischool (1983, Herman Hertzberger) to find an answer on the following research question: “How did the architecture of Dutch Montessori school buildings, in particular spatial design, evolve in response to Montessori pedagogical principles throughout the 20th century?” Key findings in this study are principles such as the prepared environment, freedom of movement, hands-on learning, mixed-age grouping, and uninterrupted work periods influence educational design. Spatial designs evolved from simple open spaces to more detailed and thoughtful ones. In 1927, the focus was on bright, shared and practical areas. By 1953, spaces became more flexible and kid-friendly, feeling warmer and more personal. By 1983, designs were complex, with different areas and features that encouraged social interaction, fully matching Montessori’s ideas.