Approaches to education in emergencies, conflict areas, and post-war reconstruction are widely discussed in the literature. Special focus is placed on specific challenges such as humanitarian risks (UNESCO. Education for all global monitoring report 2011: The hidden crisis: Armed conflict and education. GEM report UNESCO, 2011a), infrastructural conditions (Jones & Naylor. The quantitative impact of armed conflict on education: Counting the human and financial costs, 2014), self-sufficiency issues (Sommers. Children, education and war: Reaching education for all (EFA) objectives in countries affected by conflict. Conflict prevention and reconstruction unit working papers, No 1. World Bank, 2002), and forced migration (UNHCR. UNHCR global trends, 2014). However, pedagogical challenges, such as building relationships between students and teachers, classroom management, creating safe spaces, managing large and consistent groups, and dealing with heterogeneity in terms of achievement, are often mentioned but not thoroughly explored. This chapter aims to further unfold the multiple complexities of pedagogical challenges during the post-war period, specifically in the first five years following intense violent conflict. Our study is situated in Mosul, Iraq, a city that has been significantly affected by conflict and is currently recovering from the occupation by the terrorist militia ISIS from 2014 to 2017. Through qualitative interviews conducted with primary and secondary school teachers, we illustrate how the complex interplay of infrastructure and the reconstruction of school organization influences teachers’ pedagogical approaches and the learning environment. This study contributes to a more nuanced, differentiated, and context-sensitive understanding of pedagogical work in war- and conflict-affected contexts, providing valuable insights for peacebuilding.