Classroom observation tools (COTs) are used to understand and improve the quality of teaching practices, ultimately for better student learning outcomes. While COTs are widely used globally, there is limited research on how they are adapted to fit different educational contexts. Moreover, little is known about how lesson observers and teachers are involved in the development of COTs. To help close these evidence gaps, the authors present a study on the adaptation of an existing COT for Right To Play's My Education, My Future (MEMF) programme in Burundi, which supports play-based learning (PBL) in resource-poor schools. This report presents: (1) The process of adaptation of an existing COT and the development of a user guide for use in low-resource schools in Burundi; (2) A small-scale study piloting the adapted tool; and (3) Findings and recommendations based on feedback from teachers, school leaders, and education stakeholders to refine the tool.