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Item Classroom Effectiveness of IB Training(umt, lahore, 2026) Mahroosh IramThe effectiveness of International Baccalaureate (IB) training was evaluated through the teaching practices of some IB-trained teachers and the differences with non-trained practices in an IB school in Lahore. From the perspective of a qualitative case study, this research focused on the impact of IB training on teachers’ instructional practices, the challenges and successes of IB trained teachers in the implementation of IB teaching practices. Data was collected via semi structured interviews with the school principal, IB trained teachers, and primary students, and was analyzed thematically. The results showed a clear difference between IB-trained teachers and non IB-trained teachers. While IB trained teachers implemented inquiry-based, student-centered and concept-driven teaching practices, non-IB trained teachers adopted a more traditional teacher centered approach. IB teachers stated that training positively impacted their development of lesson plans, assessments, reflective practices, professional confidence, and other areas. The students’ description of the teachers as respectful, inquiring, and engaging supported the evidence. The study described contextual constraints regarding planning, expectations of parents and teachers, inquiry vs. curriculum pacing. Undoubtedly, the challenges existed, but looking across the spectrum, the components that characterized effective IB practice were strong leadership, the presence of a professional learning collaborative culture, and ongoing school-based support. The study illustrates the challenges of IB implementation in Pakistan, with exemplifying the potential for transformative change that can be brought by IB training when supported by appropriate structures which contributes to the contextualization of international curriculum implementation in highly complex developing educational systems.