Education is an outcome of a facilitated experience. Teaching and learning are essential aspects of this experience situated in a physical and cultural environment. Classroom, lab, playground, etc. are examples of the physical environment. Cultures exposed to during upbringing and prevalent social norms therein are important examples of the cultural environment. Until completion of senior secondary education, it is important that the education is holistic, as this provides a fair ground for the students by allowing them to explore their inclinations and be able to match these in an unbiased way with the options of higher education pursuits available. Unless education until senior secondary school is holistic, the likelihood of students opting for creative education will be relatively less. For a young nation that wants to be self-reliant in designing and manufacturing for meeting needs, a significantly higher proportion of creative workforce, than is now, is needed. This article attempts to understand the influence of physical environmental aspects and the time spent therein socially or otherwise in making senior secondary school education holistic. For doing this, a survey was designed and digitally administered across ten public and private senior secondary schools in Bengaluru, as a sample. Preliminary findings indicate that physical aspects of the classroom are found to be more influential in making classroom educational experience holistic, when taken together with the social aspects of students. Also, this article presumes that students are predisposed to pedagogic philosophy as part of their cultural upbringing inseparably and attempts to elaborate on these influences also.