The study delves into teachers’ lived experiences, who have integrated Tigbato sa Kinaray-a in teaching mother tongue. Tigbato sa Kinaray-a, a local alphabet to the Province of Antique, represents a cultural treasure with immense potential for enriching mother tongue education. Through qualitative inquiry, this study seeks to elucidate the multifaceted dimensions of teachers’ experiences in utilizing Tigbato sa Kinaray-a in the classroom. This study employed a phenomenological research design to address these inquiries. There are seven (7) participants in this study. These teachers have rich experiences in teaching mother tongue in the field and they are in-depth with the local language. Through in-depth interviews, teachers articulate their motivations, challenges, and triumphs in integrating Tigbato sa Kinaray-a into their instructional practices. The findings reveal a diverse range of experiences among teachers, reflecting both the joys and complexities of incorporating Tigbato sa Kinaray-a in teaching mother tongue. Teachers express a deep sense of cultural pride and connection as they witness learners engage with their linguistic heritage through Tigbato sa Kinaray-a. The findings of the study revealed that most of the teacher participants are more adept in the language, it helped the teaching and learning process easier, provided a gradual approach to reading, and easier to communicate with the learners as they are monolingual class. Teachers have utilized ways to compensate for the challenges and struggles they have experienced.