Room ventilation is an important facet of public health. Research has shown that ventilation in classrooms is crucial for maintaining indoor air quality, maximising learning outcomes, and reducing the risk of airborne disease transmission (including measles, Severe Acute Respiratory Syndrome (SARS), and influenza). Despite these well-documented benefits, ventilation and indoor air quality remain poorly regulated in European schools, where the responsibility is typically delegated to school directors and teaching staff. This paper summarizes the results of a survey, targeted at schoolteachers in Austria, to understand their attitude towards classroom ventilation during the winter season. The study sample was generated in cooperation with the Austrian Institute of Quality Assurance as part of the ImpAQS project (an ongoing project investigating ventilation and indoor air quality in 1200 Austrian classrooms) and is considered representative of most Austrian school types across the nine federal regions. The purpose of this survey was to understand the barriers and drivers to classroom ventilation and CO2 monitoring over the colder months of the year. Teachers reported temperature and noise and the building’s typology as barriers to effective ventilation. Conflicts between teachers and students and amongst students due to ventilation and disruption caused by ventilation were also mentioned. 90% of teachers found ventilating in winter to be challenging. The survey findings highlight areas for the improvement of classroom ventilation: incl. clearer guidance and ventilation training and more comprehensive design guidance for new and refurbished school buildings.