This study examined the philosophical orientation, transformational instruction practices, implementation of flexible learning and students’ university experience. The design used is phenomenological transcendental design utilizing ten respondents. A semi-structured questionnaire thru Focus group discussion (FGD) was used to gather qualitative data. The study were able to identify emerging themes as regards to the transformational instruction practices and implementation of flexible learning to the level of students’ university experience on thematic areas namely: students’ belief about teaching and learning; understanding on transformative education; students’ journey in flexible learning; and creating better university experiences for students. In the light of the findings and conclusions, the study recommends continuous need for reskilling and upskilling and professional development for the faculty to be competitive and relevant in the new normal in education. A technology-enriched collaborative environment could be promoted since collaborative learning environments are where students thrive. In dealing with teachers’ philosophical orientation, they may specify existentialism as philosophy that could be the focus of the study since it reveals humanism and experience of the respondents using qualitative phenomenological method to really dive to the personal and in-depth experiences of the learners.