This study explores the experiences of teachers and learners in a bare-walls classroom environment following the implementation of DepEd Order No. 21, Series of 2023, which mandates the removal of unnecessary decorations and visual stimuli from classroom walls. Using a qualitative research design and narrative inquiry, the study captures the perspectives of four teachers and four pupils from Igsuming Elementary School. Data were collected through semi-structured interviews and analyzed using Colaizzi’s method to identify key themes. Findings reveal mixed perceptions regarding the impact of the bare-walls classroom. Some teachers and students appreciated the cleaner, more organized environment, citing reduced distractions and improved focus. Others, however, expressed concerns about decreased engagement, limited access to visual learning aids, and a less stimulating learning atmosphere. The study highlights both the benefits and challenges of minimalist classroom design, emphasizing the need for balanced policies that support cognitive focus while fostering creative learning. Based on these findings, the study proposes policy interventions such as teacher training in innovative instructional strategies, the establishment of a visual aid library, and the integration of interactive learning technologies to enhance classroom engagement. These recommendations aim to address the gaps in the current implementation of the bare-walls policy while preserving its intended benefits.