Tile purpose of this study is to assess faculty members' perceived effects of workplace conditions onrnclassroom teaclzing in the newly established public universities in Ethiopia. To this end, the studyrnaddressed answers to the basic questions pertaining to the major teaching tasks in HLls; al/{I the majorrnworkplace factors affecting classroom teaching like: educational resources, faculty workload, facultyrnleadership alUl management, compensation ami fringe benefits, the practice of staff performancernevaluation and the practice of on-the-job professional training. So as to answer these questions arndescriptive survey research was employed ami conducted in three selected newly established HLlsrnnamely: Debre-Brelwn, Soddo am/ Wellega universities. These sample institutions were selected on thernbasis of lottery method of simple ramlom sampling. The subjects of the study were 164 instTllctors am/rn33 department heads. In selecting the sample subjects a stratified proportional sampling method wasrnemployed. Moreover, 6 volunteers of instructors from each institutions participated in Focus GrouprnDiscussion (FGD). Following the review of related literature, data collection instruments (c1ose-el/{ledrnquestionnaire, Focus Group Discussion al/{I document review) were developed and used for this study.rnTile questionnaires were pilot- tested am/ modified before distribution to the target groups. The datarngathered was analyzed using various statistical tools such as percentage, chi-square, two sample t-testrnalU/ one-way ANOVA. The results of the analysis show that the sample HLls lacked the academic staffrncomposition with adequate qualification alU/ teaching experience as well as dominated by male staffrnmembers. In addition to this, though IlOt at the expected level, most academic staff do know some of thernmajor tasks expected of them in classroom teaching. Moreover, it was found that lack of conducivernacademic leadership alll/management, inadequate instrllctionalmaterials, inappropriate teaching staffrnperformance evaluation, heavy workload, lack of adequate compensation al/{I fringe benefits al/{Irninadequate on-the-job professional training were the major workplace conditions seriously affectingrnclassroom teaching in those HLIs. Therefore, it is concluded that the aforementioned workplacernconditions are affecting the quality of training beillg provided to the prospective graduates al/{I therebyrnthe quality of human labor being produced by those institutioll.'. Helice it is recommended thllt Ihoserninsliluliolls should desigll al/{I implemenl al/ractive and comfortable workplace cOl/{lilions (likernbalanced workload, al/raclive compensalion al/{Ifringe benefits, participatory staff leadership, adequaterninstructional resources, appropriate SPE al/{I institutional based on-the-job staff training) forrnimproving effective classroom teaching.