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In this paper, I argue for the development of geographies of ‘alternative’ education. In light of growing geographical interest in education, I argue for a focus on sites that explicitly offer non‐mainstream, non‐state‐sanctioned forms of learning in contexts where it is assumed that children will go to school. I exemplify my discussion through interviews with 30 UK‐based homeschooling families. In seeking to advance geographical research on education, I make three key contributions. First, I exemplify how focusing on learning itself – and not just spatial contexts for learning – uncovers how spatial experiences and discourses are key to the constitution of alternative educational practices like homeschooling. Second, I consider the multiple and contradictory ways in which homeschooling constituted an ‘alternative’ educational space, discuss whether and how geographers should seek to affirm (all) such spaces and …