This research aims to compare the application of classroom management elements, physical management, and rules and regulations in science education between the Philippines and Indonesia. It also seeks to understand student behavior management in science learning strategies in both countries. The study employs a qualitative comparative descriptive method. This comparative study used a purposive sampling technique whose research subjects were science teachers from the Philippines and Indonesia. The data utilized in this study consists of two types: primary and secondary. Primary data includes interview results with teacher and observations of classroom management during science lessons in each school. Secondary data includes science curriculum documents from both countries and lesson plans prepared by teachers in each school. Data validity is ensured through triangulation techniques. Data analysis is performed descriptively using qualitative methods, assisted by QSR NVivo software. The results showed that both countries have similarities and differences in classroom management.  The science curriculum of the two countries has similarities in the fields taught, namely biology, chemistry, physics, and earth and space. In terms of classroom implementation, based on physical classroom management, rules applied and management of student behavior, the two teachers who are the objects of research have their own characteristics in managing the classroom. Management is adjusted to the conditions in each school and student behavior, but with the same goal, namely creating a conducive classroom with effective learning.