INTRODUCTION: The term 'safe learning space' is commonly used in health professions education, but its use can be ambiguous and is often misconstrued. Considering historical and societal disparities, safety cannot be a universal experience. This study explored students' personal experiences of 'safe spaces' in a South African university to contribute to a contextually grounded understanding that supports meaningful learning. METHODS: A descriptive qualitative research design was used, utilising focus groups to generate data. The population studied was undergraduate Occupational Therapy (OT) students. Purposive sampling was used and a total of eight participants, all third- and fourth-year OT students with one or more marginalised identities, were included in two focus groups conducted in 2023. Reflective thematic analysis was used to develop themes. RESULTS: Three themes were developed: (1) 'What is the purpose of this space?', (2) 'Who are we?' (with sub-themes 'How identity shapes safety' and 'How upbringing shapes safety') and (3) 'How can we feel safer?' (with sub-themes 'Legitimacy and belonging' and 'Non-judgmental spaces'). CONCLUSION: The study identified sequential elements to set up, enter and maintain a 'safe learning space'. This involves using clear, intentional language for naming the space and co-creating boundaries and intent with students. After entering the space, 'safety' should focus on protecting personhood to create freedom for learning. This can be facilitated through valuing diverse identities, acknowledging situated knowledge, supporting legitimacy and fostering belonging. Creating a non-judgmental space through collective vulnerability supports protecting student identities while promoting critical dialogue and idea challenges.