Teacher attrition presents a significant challenge to educational institutions worldwide, particularly in the post-pandemic era. This study investigates the lived experiences of teachers who have left a private school in San Pablo City, Laguna during this period. Utilizing a qualitative phenomenological approach, specifically transcendental phenomenology, the research delves into the experiences of seven former teachers, selected through purposive sampling to ensure diverse representation. Semi-structured key informant interviews, validated by experts, were conducted to gather data, which was then analyzed using Moustakas' method of thematic analysis. Three major themes emerged: (1) Balancing personal and professional realities, encompassing managing commitments, evolving job demands, and mental health challenges; (2) Resources and resilience in creating a supportive environment, including institutional support, compensation, recognition, and professional growth opportunities; (3) Decision dynamics in navigating attrition, involving personal factors, career aspirations, and the pandemic's impact. The findings highlight the complex challenges contributing to teacher attrition and underscore the need for a holistic approach to support teachers' well-being, provide necessary resources, and address the multifaceted factors influencing their decisions. By understanding these dynamics, educational institutions can develop strategies to retain skilled educators and enhance their growth amidst evolving challenges.