This study described the lived experiences of teachers teaching beginning readers during transition from modular to face to face in the District of Ibajay East, Division of Aklan, Philippines. A phenomenological research design was conducted to document the shared experiences of seven (7) teacher-participants through an in-depth interview. The findings reveal three main areas of focus: adaptation to new teaching methods, individualized instruction, and fostering a positive classroom environment. These areas underscore the teachers' resilience and innovation in the face of change. The problems encountered especially on the transition also brought forth challenges such as unrecognizable letter sounding, learning gaps, and low learner engagement. These issues highlight the struggles students face in grasping foundational reading skills and the need for targeted interventions to bridge knowledge disparities. Despite these challenges, teachers demonstrated remarkable coping mechanisms, including a passion for teaching, positivity in instruction, and reading remediation. These strategies reflect the teachers' unwavering commitment to their profession, their efforts to create a supportive learning environment, and their dedication to addressing the specific needs of struggling readers. As an output of the study, a proposed reading program was prepared to help address the results of the study.