This study investigates the intersection of Islamic philanthropy and educational psychology by evaluating the "Madrasah Layak Belajar" (MLB) program by BAZNAS RI. While infrastructure is often viewed through a technical lens, this research conceptualizes it as a psychosocial intervention. Using a qualitative case study at MI Al-Muslimun NW, data were gathered through semi-structured interviews and observations. Findings suggest that improved physical facilities such as lighting, ventilation, and furniture act as a catalyst for emotional readiness and student motivation. The physical environment functions as a "third teacher," where structural upgrades reduce cognitive load and foster a sense of institutional dignity. However, sustainability remains a primary challenge, requiring long-term institutional commitment and community-based maintenance models. This study contributes to the discourse on how philanthropic interventions can transform the "academic mood" in faith-based educational settings, suggesting that infrastructure is a fundamental psychosocial support system.