This study examines the perspectives of selected faculty members in a university in Manila regarding students who work while studying. It employed a qualitative case study design to gather narratives from 15 faculty members with experience teaching working students. The study used George Ritzer’s theory of McDonaldization as its framework, analyzing how the principles of efficiency, calculability, predictability, and control shape or influence teachers’ views. Findings revealed contrasting perspectives. Some faculty express empathy and admiration toward working students and advocate for humane, context-sensitive approaches, while others emphasize adherence to rigid academic standards. Teachers’ views were also found to be shaped by personal and professional factors such as age, years of teaching experience, educational attainment, and whether they themselves had once worked while studying. Despite the presence of McDonaldized structures in education, some teachers resist the system’s mechanistic logic and propose inclusive policies and mental health support. The study recommends equipping teachers with training, dialogue, and institutional support to develop humane, equitable, and socially responsive pedagogical practices that reflect the realities of students who juggle both work and education.