The growth of teachers is significantly influenced by their lived experiences. This study aims to explore the lived experiences of seven multi-grade teachers teaching mother tongue using the Most Essential Learning Competencies (MELCs) in five primary schools in the District of Banga, Division of Aklan. It adopts the phenomenological research design. A purposive sampling was used in selecting the participants who were subjected to an in-depth interview to reveal their experiences using Collaizzi’s method of analyzing the data and interpreting the results. As a result, multi-grade teachers always identify areas for adjustment/ improvement, explore new strategies, and seek ways to improve their teaching practices to better implement the mother tongue MELC in multilevel settings. It implies that successful implementation of the mother tongue MELCs requires a holistic approach that addresses the challenges through targeted professional development, resource allocation, community engagement, and policy support. Continuous improvement, collaboration, and student-centered engagement are essential to increase the effectiveness of MTB-MLE and maximize its benefits to learners.