In Sibalom South District, Sibalom, Antique, there are only few licensed SPED teachers, so general education teachers need to cater to pupils with special needs. The purpose of this study is to identify the challenges that non- SPED teachers have while dealing with pupils with special needs following the resumption of face-to-face classes. The study adopts Parker and Endler’s modification of Lazarus and Folkman’s stress and coping theory involving problem-solving approaches, emotional responses, and distraction techniques. A phenomenological qualitative research design was utilized, drawing experiences from eight non-SPED teachers from Sibalom South District during focus discussion for a month. Results showed that teachers face varying manifestations of special needs, necessitating them to adjust their teaching strategies based on each child’s learning style. Moreover, passion is the driving force in teaching but the lack of sufficient education and training in SPED pedagogies hinders them from providing the best support. In order to deal with stress, the teachers use positive coping. Positive reinforcement and assessment methods were used to cope with their lack of teaching skills. Non-SPED teachers in inclusive classrooms face difficulties like not having enough training, dealing with stress, and adapting teaching strategies. It is recommended that they should be provided with training and seminars regarding SPED pedagogies to support students with special needs properly.