This study aimed to describe the lived experiences of Junior High School teachers who taught non-major subjects in a public school. Using a narrative inquiry approach, the researcher interviewed eight purposively selected teacher-participants, and the transcripts were analyzed using Colaizzi’s method. Based on the results of the data analysis, an intervention program was developed by the researcher. The themes that emerged from the interviews were: feeling inadequate, extra effort for preparation, adjusting to new teaching strategies, learning through collaboration, and self-regulation with a positive outlook. Teachers assigned to subjects outside their specialization faced various challenges and employed different coping strategies. These key insights served as the basis for developing a training-workshop specifically designed for non-major teachers. The findings have the potential to shed light on the challenges teachers face within the Department of Education and to inspire targeted intervention programs that support teachers in their professional practice.