This study sought to determine and describe the extent of classroom structuring in the 21st century and the teaching allegories of teachers in public secondary schools in the Babak District, Division of Island Garden City of Samal. Employing a non-experimental quantitative research design with a correlational method, the study involved 135 public elementary school teachers selected through universal sampling. Data were analyzed using the mean, Pearson’s r, and regression analysis. Findings revealed that classroom structuring practices of teachers in the 21st century, specifically mastery of the subject matter, classroom setting, art of questioning, and evaluation and feedback, were high. Similarly, teachers’ learning allegories in terms of reflection, expectations, values integration, and discovery were also high. Moreover, results showed a significant relationship between classroom structuring in the 21st century and the teaching allegories of public elementary school teachers. Further analysis disclosed that the domains of classroom structuring significantly influenced the teaching allegories of teachers. In light of these findings, it is recommended that public school teachers may participate in conferences and training programs organized by the Department of Education (DepEd) as part of professional augmentation initiatives. Such programs can enhance teacher proficiency, strengthen capacity-building efforts, and provide well-supported educational opportunities for learners, while simultaneously enriching the content and practice of academic instruction.