This phenomenological study was conducted primarily to document the narratives of grade 6 teachers handling learners with disruptive behaviors. Five (5) teachers were included as participants of this study and were selected using purposive sampling. The researcher-made interview guide was utilized to capture the responses of the participants through the conduct of face-to-face interview aiming to understand their experiences, challenges, coping strategies and support needs. Data analysis involved thematic analysis to identify common patterns, themes, and sub-themes in the teachers' narratives. Preliminary findings indicate that grade 6 teachers face various challenges when handling learners with disruptive behavior, including disruptions to classroom routines, decreased instructional time, and negative impacts on the academic and social-emotional development of other learners. Teachers described feelings of frustration, exhaustion, and self-doubt in their ability to effectively manage disruptive behavior. Despite the challenges, teachers also highlighted strategies they employed to address disruptive behavior, such as establishing clear expectations, implementing behavior management plans, utilizing positive reinforcement, and collaborating with parents and support staff. Teachers emphasized the importance of building positive relationships with disruptive learners, understanding their underlying needs, and providing individualized support. The study contributes to the existing literature by providing insights into the lived experiences of grade 6 teachers handling learners with disruptive behavior. The findings have implications for teacher training programs, school policies, and the development of targeted interventions to support teachers in effectively managing disruptive behavior in the classroom.