This study was conducted to determine the lived experiences of the pupils in utilizing self-learning modules. Qualitative-phenomenology research design was used in this study. The study utilized nine pupils as research participants obtained using purposive sampling. The data was analyzed and interpreted using thematic analysis. The research instrument used was an interview guide. The lived experiences of the pupils in utilizing self-learning modules were categorized into subthemes: manifestations as independent learners, develop sense of responsibility, scarcity of learning resources, partly indefinite learning modules, learning limited vocabularies, inadequate samples of facilitate understanding, family’s participation and support, availability of internet at home, and peer or group tutoring. The challenges encountered by the pupils in utilizing self-learning modules were classified into: insufficient learning resources to be used for them to fully comprehend with the content of the module; and module mishaps. In terms of their coping mechanism in utilizing self-learning modules, all of them were extremely motivated by having a positive attitude toward learning creates a positive feelings about education and their ability to learn new things. Based on the result of the study, a proposed program entitled “ULIKID: Unungay kang Linghod nga Ikasarang, Kadarag-an sa Iririmaw nga Dinalan” was created.