Introduction The teaching profession has existed since the historical point of view. As the need for better education increases, several teaching techniques have emerged making the teaching profession more complex and interesting. However, teachers training to become experts in the teaching profession, henceforth known as pre-service teachers have consistently faced several challenges, especially while handling normal classroom activities consequently affecting their performance appraisal. Considerable educational research studies have recognized such challenges as contributing factors to failure in educational performance. Holmes and Holmes (2011) postulate that teachers, “face the responsibilities and pressures of the accountability movement where the lessons they plan must continue the momentum of the curriculum required by the state, district, school and classroom teacher” (p.144). It is always the teacher’s responsibility to plan lessons for students with different intelligence abilities, varying levels of cultural knowledge and languages as well as varying language experiences. For this reason, this study provides a comprehensive report on Classroom Instructional Planning & Designing. B1 Contextual classroom factors As postulated before, several classroom contextual factors prove challenging to the pre-service teachers while on their Pre-Clinical Experience (PCE) assessment. As the teaching profession needs a classroom as the main practical zone where practical interaction between the teacher and students occur, any interference in this environment proves imperative. During the Pre-Clinical Experience (PCE), contextual factors necessary for undertaking social sciences included physical class appearance and available resources, student’s characteristics and behavioral traits as well as student’s skills are essential consideration while designing instruction and assessing learning plan. In this context, the researcher assessed several contextual factors observed in the classroom during the teaching practice. Physical features, technology equipment/ resources, rules and regulation During the Pre-Clinical Experience assessment, three important classroom factors were core and observable in this assessment. The elements observed included physical classroom visual aspects, handiness of technology materials, as well as classroom rules/routines. For smooth running of the classroom activities, the class environment in which can be in physical appearance matters a lot. Gurney (2007) affirms, “The classroom environment should mirror the teacher’s reflective practices that would be central to the learning environment”(p.91). Availability of resources and modern technology is also essential. Finally, rules and routines governing the class are also imperative. Physical features – Physical features is the apparent environment observed in the classroom. In terms of physical appearance, the classrooms were quite spacious, well ventilated and with attractive wall paintings providing a conducive student-centered learning atmosphere. The furnished classroom furniture is inclusive of tables, desks and chairs. There were 24 desks for the children, each with a chair, arranged in three rows parallel to each other with