This study aimed to find out how multigrade school teachers dealt with the processes of transitioning from the conventional classroom teaching to handling children of varied ages and learning abilities, and the challenges they faced and their coping mechanisms. Qualitative research design through in-depth interviews and focus group discussion (FGD) were used to gather data while the phenomenological approach was employed to come up with the themes on their lived experiences, challenges and coping mechanisms. Seven (7) randomly selected multigrade school teachers from the District of San Remigio, Schools Division of Antique participated in this study. Four themes on their lived experiences came up: learner’s diversity can be a source of empowerment, community immersion is enlightening, education is a lifeline, and learning is indeed a continuous process. Likewise, results revealed four themes on their challenges: limited learning resources and facilities, heavy workloads, difficulty in classroom management, and limited opportunity for technology-backed teaching and learning. As to their coping mechanisms, the themes that came up were: being resourceful, innovative and resilient, ability to collaborate and learn from each other, presence of active community support and strong faith in the power of prayer.