This study aimed to identify the lived experiences of elementary teachers in teaching English in the Southern part of Antique. It utilized qualitative research design utilizing phenomenology as its methodology. The eight participants were teachers in the selected schools in the district particularly teachers who were teaching English subject for school year 2022-2023. They were asked to share their lived experiences, challenges encountered, and coping mechanisms they employed through one-on-one interview using the interview guide prepared by the researcher. The data gathered were coded and thematically analyzed. The findings revealed that elementary teachers teaching English encountered numerous challenges that hindered them in providing quality English teaching. Further, learner’s behavior, diversity of learners, being attached to mother tongue, presence of non-readers, poor comprehension skills, and lack of learning resources in the classroom were the factors that affected their delivery of instruction and discipline. To overcome this, they sought professional development, developed a positive mindset, sought advice from colleagues, developed flexibility, and resourcefulness despite the challenges. An intervention program in the form of teacher-pupil-parent seminar-workshop was suggested to help learners develop a love for reading, value the importance of having good behavior, and to assist parents in facilitating learning at home. The findings offered recommendations for teachers, learners, Department of Education and parents of the changes in the practices they have done and collaborate with each other in order to improve the proficiency of learners in English.