This qualitative-phenomenological study aimed to determine the lived experiences, challenges encountered, and coping mechanisms of teachers in relation to utilizing information and communications technology (ICT) in teaching for school year 2022-2023. Data gathering for this study was conducted from September to November 2022 with seven (7) teachers as participants of the study. To get the precise conclusions of this study, all data from the responses were evaluated by looking for response patterns and connecting them. Participants were given pseudonyms in order to protect the confidentiality of their responses. As to lived experiences, the research revealed three themes relating to the use of ICT in the classroom, which include the need to put forth extra effort to advance their ICT knowledge, unequal access to the school's ICT resources, the speed and ease with which ICT facilitates teachers' work, and the rise in student motivation for and engagement with their assignments. Regarding the difficulties teachers faced using ICT in the classroom, four themes emerged: the need for minimal competency, a lack of ICT-focused professional development in the classroom, student safety, and additional costs/expenses. In terms of coping mechanisms teachers used to address challenges pertaining to the use of ICT in the classroom, structured ICT training, positive attitudes towards modern technology, strategic time management, and peer collaboration/mentoring were the prevailing themes.