This quantitative-phenomenological study sought to determine the implementation of the Alternative Learning System (ALS) in the Schools Division of Antique for the school year 2024–2025, based on teachers’ narrative experiences. Data gathering for this study was conducted in December 2024. The participants were seven (7) ALS teachers from a school district within the Schools Division of Antique. To draw precise conclusions, all data from the responses were evaluated by identifying response patterns and synthesizing them into dominant themes. Pseudonyms were used to protect participants’ identities and maintain the confidentiality of their responses. The narrative experiences of ALS teachers revolved around seven key themes: (1) motivations and challenges integral to ALS teaching; (2) teaching strategies as tools for achieving ALS goals; (3) the impact of support and resources on ALS implementation; (4) student engagement in the ALS context; (5) continuing professional development as a requisite for ALS teaching; (6) community involvement to maximize program reach; and (7) the importance of stakeholder collaboration. Based on the findings, a program recommendation was proposed focusing on institutionalizing partnerships between ALS implementers and stakeholders. The proposed program, “ALS-Balikatan,” aims to ensure that ALS becomes a regular recipient of budget allocations and infrastructure projects funded under the Special Education Fund (SEF) of the concerned local government units (LGUs).