This study aimed to explore the lived experiences of Grade 4 pupils in peer tutorial in Fornier Elementary School, District of Sibalom South, Schools Division of Antique. Participants were the 6 paired purposively selected learners, 3 served as tutors and 3 as tutees. A phenomenological approach research design was used. The researcher employed a qualitative approach, utilizing the actual verbatim narratives of the participants for analysis and interpretation. It highlighted the value of building teamwork, a sense of responsibility for learning and finding models and inspiration to do better in studies and life. Results revealed that the peer tutorial proves to be instrumental in cultivating good study habits and learning styles among pupils. It was a non-gender-biased kind of buddy-up system. Pupils felt fun in learning however, they were looking forward to the snacks at the end of every session and awards or incentives as a part of the reward and recognition initiative. Learning disabilities and tutors' lack of skills in tutoring and teaching strategies were among the main challenges encountered. To conduct a school-wide campaign about the peer tutorial program, provide tutorial materials and resources, a flexible schedule or tutorial-time option, design one-on-one tutorial sessions, establish a tutorial facility or room, and incorporate the peer tutorial approach in classroom teaching were among the proposed intervention programs.