This study examined the impact of classroom conditions on the quality of education delivery within the Palorinya Refugee Settlement, focusing on critical variables such as the physical environment, resource adequacy, teacher training, class size, and classroom layout. The research utilized both descriptive and inferential statistical analyses, including Pearson correlation and regression analysis, to explore these relationships. Results indicated a significant positive correlation (r = 0.607, p < 0.01) between classroom conditions and quality education delivery, with regression analysis revealing that classroom conditions explained 36.9% of the variance in educational quality (R² = 0.369, F = 65.394, p < 0.001). Respondents strongly affirmed the importance of classroom environments, with 50.9% strongly agreeing on their critical role in enhancing learning outcomes, although variability in opinions was observed regarding resource adequacy and class size. Conclusions emphasized the pivotal role of classroom design, sufficient resources, and trained educators in fostering a conducive learning environment. However, challenges such as overcrowded classrooms, inadequate training for teachers, and limited accessibility to educational resources were identified as barriers to optimal learning outcomes. The findings underscore the importance of addressing these issues through targeted investments and capacity-building initiatives. Recommendations included prioritizing infrastructure improvements to ensure well-ventilated, adequately furnished, and accessible classrooms, alongside consistent teacher training programs tailored to the needs of diverse student populations. Furthermore, policymakers were urged to address class size issues by employing more educators and utilizing flexible classroom arrangements to enhance individual attention. Strengthening collaboration among educational stakeholders was also recommended to foster a more supportive learning environment.