<![CDATA[This study aims to examine the effects of limited classroom availability on the effectiveness and quality of the teaching and learning process, with particular attention to classroom conditions, their implications for students and teachers, and school efforts to address these challenges. This study employed a qualitative approach with a descriptive research design. Data were collected through interviews, observations, and documentation involving school principals, vice principals, and teachers selected through purposive sampling. Data credibility was established through source and technique triangulation, while data were analyzed using the interactive model of Miles, Huberman, and Saldaña, comprising data reduction, data display, and conclusion drawing. The findings indicate that limited classroom availability leads to shift-based learning, reduced instructional time, lower student comfort and concentration, and difficulties for teachers in managing classrooms and delivering learning materials effectively. Schools respond by optimizing available spaces, reorganizing schedules, maintaining existing facilities, proposing additional classroom construction, utilizing educational technology, and strengthening stakeholder collaboration. The findings highlight the importance of adequate classroom provision and systematic facility management to create effective, comfortable, and conducive learning environments. Strategic resource optimization and collaborative planning are also essential for sustaining learning quality under infrastructure constraints.]]>
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