The purpose of this study was to determine the lived experiences of Madrasah learners in one of the elementary schools in the Division of Aklan. Phenomenological research design was used in this study. The study purposively included nine elementary Muslim learners, and this was obtained using the purposive sampling. Data gathering was conducted from August 2023 to November 2023. The experiences of the Madrasah learners underscore the holistic nature of Madrasah education, encompassing linguistic, cultural, and religious dimensions. Physical discomfort, disruptive classrooms, repetitive teaching methods, and the weight of religious and moral expectations contribute to the complex educational landscape. Despite these challenges, learners demonstrate resilience, commitment, and a strong sense of duty towards their faith and education. Economically disadvantaged learners in Madrasah education exhibit a range of coping mechanisms deeply rooted in social, religious, and academic dimensions. These coping strategies serve as vital tools for navigating the challenges associated with their educational journey. The interconnectedness of social support, religious principles, and respect for authority reflects the holistic nature of coping mechanisms within the Madrasah community. Therefore, the Department of Education may provide sufficient funds to strengthen cultural immersion programs to further integrate Arabic language and script into the curriculum. Likewise, provide professional development for the Asatidz to enhance teaching methods, maintaining discipline while fostering a positive learning environment and implement emotional well-being initiatives to support learners through the emotional dynamics of Madrasah education. Promote understanding and respect for religious practices, emphasizing the cultural significance of the Hijab within the Madrasah community.