This qualitative study is focused on the narratives and stories of pupils from the hinterland community in Sto. Rosario, Pandan, Antique. The study evaluated the situation and existing condition of the pupils of a public school in the lowland, the Sto. Rosario Elementary School (SRES). This study utilized the key-informant method in gathering data and narrative and thematic analysis in examining data. Key informants in this study were parents and pupils of SRES who live in hinterland. The study was conducted for three months. This study found that there is a glaring inadequacy of basic and school needs of pupils, a reality that their parents openly shared. They also had difficulty in their lessons. However, they found enjoyment in new learnings in school such as learning how to write, read, and understand lessons, while also fostering camaraderie with their fellow pupils and friends amidst adjustment and petty conflicts. Pupils got material and emotional support from their families, relatives, teachers, classmates, and friends. The proposed intervention is composed of two main focuses: direct intervention such as training for parents and the use of mobile learning solution; and establishment of linkages such as tapping agencies and alumni to help address pupil’s concerns and needs. This study recommends the collaboration among various stakeholders to propose interventions to address inadequacy of basic needs, provision of extended learning opportunities such as after-school programs, workshops, or summer school to provide additional support for struggling pupils, and sourcing for sponsors of pupil’s school needs and supplies.