<p>Social interactions between teachers and students are crucial for learning and well-being. While these interactions have been extensively studied in terms of verbal and non-verbal communication, little research has focused on how teachers’ gaze behavior varies with different classroom spatial configurations. This study aims to understand teachers’ gaze behavior during class in relation to various classroom layouts, using an eye-tracking methodology. A machine learning-assisted approach was employed to analyze their gaze behavior in three distinct classroom settings. Our findings reveal the interplay between gaze behavior, teaching activities, and learning environments. This research contributes to a better understanding of how teachers’ gaze behaved according to different classroom variables (as classroom layouts or activities occurred during lessons).</p>