This phenomenological study aimed to capture the narratives of teachers on the full implementation of in-person classes at Ibajay Central School during the 2022-2023 school year. The purpose was to understand teachers' lived experiences, challenges, and coping mechanisms during this period. Seven teachers, selected through purposive sampling, participated in face-to-face interviews guided by a researcher-made interview tool. The study found that physical and psychological readiness was crucial for teachers in facing challenges and maintaining holistic health to enhance their teaching performance. It emphasized the importance of infrastructural preparedness by administrators for stakeholder protection during school reopening post-COVID-19. Teachers expressed excitement to return but also anxiety about the virus, indicating a psychological defense mechanism. The lockdown period had strengthened teacher-learner relationships through inclusion and long-distance interactions. Challenges included strict health protocol adherence, which hindered communication and productivity, and increased workload affecting the teaching-learning process. The extended lockdowns necessitated exhaustive preparations for reopening, focusing on addressing learners' learning gaps. Teachers employed differentiated learning to cater to multiple intelligences and preferences as coping mechanisms. The study recommended regular parent-teacher conferences to report children's progress, recognizing the significant time and effort required for such interventions.