This study determined and described the classroom planning practices of teachers and the level of stakeholders’ collaboration in public elementary schools in Talomo District, Davao City. It employed a non-experimental quantitative research design utilizing the correlational method. The respondents of the study consisted of 132 public elementary school teachers selected through universal sampling. Data were analyzed using the mean, Pearson r, and regression analysis. The findings revealed that the classroom planning practices of teachers, specifically in the domains of monocratic, collegial, custodial, and supportive, were at a high level. Similarly, stakeholders’ collaboration, in terms of adaptation, goal attainment, integration, and latency, was also found to be high. Furthermore, results indicated a significant relationship between classroom planning practices and stakeholders’ collaboration. The analysis also showed that the domains of classroom planning practices significantly influenced stakeholders’ collaboration among teachers in public elementary schools. Based on these findings, it is recommended that school heads strengthen teachers’ classroom planning practices and foster greater stakeholder collaboration by demonstrating effective leadership, promoting teamwork, and cultivating enthusiasm and a shared sense of purpose within the school community.