This study assesses indoor environmental quality (IEQ) in elementary school classrooms in North Louisiana and examines its potential implications for student comfort and learning performance. Indoor environmental factors, including lighting, thermal conditions, acoustics, and air quality, play a critical role in creating effective learning environments. Field measurements were conducted in six classrooms in an elementary school to collect data on illuminance, color temperature, surface reflectivity, temperature, relative humidity, noise levels, and indoor air quality. The measured values were compared with recommended standards identified through a comprehensive literature review. The results indicate that indoor air quality generally met recommended guidelines, while several environmental parameters deviated from recommended ranges. Noise levels exceeded recommended acoustic comfort ranges, relative humidity and temperature were below recommended levels, and variations were observed in lighting uniformity, illuminance, color temperature distribution, and wall reflectivity. These deviations may influence visual comfort, thermal comfort, attention, and overall classroom learning conditions. The findings highlight the importance of region-specific assessments and targeted improvements in lighting design and environmental control systems to support healthier and more effective learning environments in elementary schools.