This study explores the lived experiences of public-school teachers performing additional ancillary services. It examines the challenges they face in balancing instructional responsibilities with ancillary roles, the coping mechanisms they employ, their personal and professional growth, and suggestions for improved support systems. To explore these aspects in depth, using a qualitative phenomenological approach, the study utilized a researcher-made, expert-validated interview guide to gain in-depth insights into teachers' experiences. The findings reveal that while ancillary tasks contribute to professional growth and personal fulfillment, they also present significant challenges, including time constraints, emotional stress, bureaucratic pressures, and limited institutional support. In response to these challenges, teachers adopt coping strategies such as time management, peer collaboration, and self-reflection to manage these demands. Nevertheless, despite the heavy workload, they remain motivated by their meaningful impact on students and the school community. In conclusion, the study recommends developing intervention programs focused on workload management, mental health support, and continuous professional development to promote teacher well-being and sustainable performance.