As the Taliban has reemerged as the primary authoritative figure in Afghanistan, a shift in political dynamics has severed women’s ability to obtain formal education beyond the 6th grade. Taliban restrictions have upended daily life for Afghan women as this new authoritative figure contrasts the liberal government from the two decades prior, presenting women with compounding adversities, incapacitating them from socioeconomic advancement. A novel typological intervention of a clandestine educational space is required to reinstate women’s ability to obtain formal education enabling them to once again achieve socioeconomic advancement. This new typology of educational spaces requires two separate programs to coexist with one completely unknown to the layman and not perceivable from passersby. Through defensive architectural strategies, these covert spaces prioritize the interior program’s privacy and security while ensuring discreet operation. Given the static nature of the architecture, with occupants ranging from those directly involved in the educational program to others who may not be, a strategy rooted in dismantling individuals’ cognitive maps enables the harmonious coexistence of these two programs. Given this dichotomy, an exploitation of humans’ ability to construct an accurate, or inaccurate, cognitive map presents opportunity to conceal one program within another. In essence, this challenges the idea of ‘how much hidden space is too much?’ Upon ideal political circumstances, the regularly perceived and supporting architecture is removed to reveal a celebrated educational facility. This new space will enable women to pursue education and empowerment regardless of the political landscape because of the disconnection of visual architecture and site design from the internal occupancy of the space and passersby inference of it.