One of the most important developments in the current Syrian conflict has been the emergence and articulation of alternative political projects that reimagine or replace the Syrian nation-state. Participants in the conflict are advocating for either a conservative Islamist state (i.e., various rebel groups), a democratic federal Syria (i.e., Rojava), a reinvigorated Syria under Ba’athist leadership, or a Sunni Muslim Caliphate (i.e., the Islamic State). With the collapse of the centralized education system at all levels in areas outside of regime control, various actors are attempting to translate their political ideas into alternative educational systems. These efforts are a part of a larger process of the reorganization of socio-political life. Education has always been a key instrument in any state-building project. Educational systems have been established, for instance, to instill national culture and cultivate a national identity. They have helped to produce subjects who enter into a particular relationship with the state. Moreover, education is central to the production of a national space and its territorial imaginary. In this paper, I examine the IS’ attempts to inculcate a non-national territorial imaginary or spatial consciousness through textbooks, print and visual media, and bodily practices. The analysis of English and Arabic-language materials, such as a geography school textbooks, videos, and magazines, reveals the complex nature of education that extends beyond conventional institutional curricular, and encompasses other materials, sites, and practices that are prescriptive in nature. I argue that the emerging education project of IS is an attempt to demarcate communal boundaries, reimagine space, and construct a certain subjectivity by narrating a spatial history of loss and humiliation. I illustrate how the confluence of violence, boundary formation, and spatial reimagining in the IS’ education project is attempting to produce a new type of (jihadi) subject, who is re-territorialized in the boundless Islamic State. Moreover, this “educational legacy” may outlast the collapse of ISIS as a political entity. This paper is in conversation with works in geography and area studies and contributes to the debates around the issues of education and state-building, space and material practices, violence and state-like political actors in the Middle Eastern context. Focusing on the spatiality of education is crucial to our understanding of how various territorial imaginaries are operationalized in today’s Syria and how they become attached to multiple political agendas.