This study aimed to uncover the experiences of non-education graduates serving as public high school teachers, exploring both the positive and negative aspects of their transition into the teaching profession. It also addressed the various coping mechanisms these teachers adopted to manage the challenges they encountered. A narrative inquiry design was employed to capture the lived experiences and perspectives of individuals, primarily through interviews that were recorded and organized into chronological narratives. Seven non-education high school teachers were purposively selected based on specific inclusion criteria. The results revealed that the participants generally regarded their teaching experience as a positive journey, with emerging themes including: a positive experience, a productive outcome, and a life-changing profession. However, the study also identified specific challenges such as limited knowledge of teaching pedagogy, difficulty understanding the new environment, maintaining classroom management, teaching outside their specialization, and a lack of instructional materials. To address these, participants developed various coping strategies, which were grouped into three main themes: mentorship, consistent preparation, and the use of online resources. The findings offer valuable insights into the experiences, issues, and concerns of non-education graduates in the teaching field and led to the development of a capability enhancement program to support their continued professional growth.