This phenomenological study aimed to document the experiences of teachers teaching students with short attention spans in learning. Five teachers and five students were selected using purposive sampling, and the researcher-made interview guide was used to capture the responses through Face-to-Face Interviews. The study revealed three primary experiences: extra frustrating and challenging experiences, student avoidance, and constant distraction with yawning mannerism. The teachers believed that the behavioral challenges were an innate mannerism of the students, not a result of their lessons. The challenges faced by teachers included inconvenient preparation of learning materials, struggle in disciplining students, difficulty determining appropriate learning styles, student inability to finish tests, and consistent diminishing academic performance. Teachers should aim to have students engaged, motivated, and interested in the lessons, but students may not always be able to stay engaged due to various reasons, such as lack of interest or boredom. Students experienced four events: frequent daydreaming, dizziness and sleeplessness, external distractions, and failure to understand lessons. These issues contributed to poor academic performance, poor memory, and difficulty in learning. Students also faced two main challenges: low academic performance and peer distractions, which may be due to their short attention span, leading to poor academic achievement and other related school prowess.