This study aims to determine how a specific set of aesthetic techniques known as C.R.I.S.P.A. affect classroom ecology, as outlined by Elliot Eisner. This is to determine if implementing said techniques can complement current educational practices and help provide a well-rounded education. The study uses the Educational Connoisseurship and Criticism methodology to perform a qualitative analysis of three separate classrooms and teachers. Teachers were asked to teach as normal. As such, the observations here reflect the effects of aesthetic techniques as they are naturally implemented as well as the ecology of classrooms after long-term implementation. Findings suggest that the techniques do positively impact student engagement as well as the curricular, evaluative, and interpersonal relation aspects of classroom ecology. Implementation negatively impacts the structural element, and not enough data was obtained to determine the effect on the pedagogical and intentional aspects. Findings suggest paying close attention to the kinds of experiences offered to students.