The purpose of this study is to describe and analyse how leisure-time teachers perceive learning environments in general and especially the premises at Swedish leisure-time centres. Data are based on a comprehensive survey of all leisure-time teachers’ attitudes in Sweden. The theoretical framework is based on research on leisure-time centres, and learning environments. The methodological approach is descriptive statistical analysis and qualitative content analysis. The results show a fragmented and paradoxical picture in terms of learning environments at leisure-time centres. On one hand, the physical environment is characterized by small rooms, in some cases outdated and not suited for the purpose, to large groups of pupils and in many cases shared premises with the school. On the other hand, a majority of the staff say that learning environments are actively used to teach children social skills, how to establish good relations, friendship and equality. Parents’ and children's opportunities to influence learning environments are not regarded as high priority. The staff does not see Information and communications technology (ICT) as a key part of the learning environment. For Nordic educational research, this is an extremely important knowledge supplement since the field lacks research. For activities at leisure-time centres, these results have implications for policy decisions and educational development.