This paper examined ESL classroom climate during the first year of senior high school implementation of the K to 12 education policy in the country. Participants in the study were composed of 331 Grade 11 learners from the three tracks namely: 89 STEM (College of Sciences), 128 STEM (College of Engineering, Architecture and Technology), and 114 ABM (College of Business and Accountancy) learners. A state university delivering the Senior High School Program in Region 4 was selected as the location of the study. Three open-ended questions sought to identify students' satisfactory and dissatisfactory experiences inside the classroom and possible effects on their self-esteem and motivation to study, drawn from Burden's (2018) Stop, Start, Continue Method in feedbacking and Fraser and Treagust' (1986) seven internally consistent dimensions of the higher education classroom climate. Data revealed that generally, most language teachers are evaluated positively by learners although some classrooms have proven very challenging for them. Several instances of teacher and peer bullying, teacher absenteeism, lack of transparency in the grading system, congested curricula and lack of classroom facility were identified among causes of students' frustrations. Unhappy experiences eventually resulted in students' loss of confidence in teacher's ability and commitment and reduced interest in classroom engagement. The paper suggests the need for a strong, honest and consistent culture of feedbacking among students and faculty members in academic institutions to encourage improvement in ESL classrooms.