This study investigates the post-pandemic challenges faced by teachers in face-to-face classroom settings, emphasizing the crucial role of education and educators amidst technological advancements. The purpose is to explore teachers' lived experiences, challenges encountered, coping mechanisms employed, and propose effective interventions. Drawing from Lazarus and Folkman's Transactional Model of Stress and Coping, the study examines how teachers perceive and manage classroom stressors. A phenomenological research design was used, focusing on elementary teachers with over 10 years of tenure at Valderrama Elementary School in Culasi, Antique. Data was collected through face-to-face interviews guided by a structured protocol, and qualitative data was meticulously organized and analyzed. Findings reveal a range of challenges including adaptation difficulties, emotional strain, behavior management issues, systemic changes, and broad responsibilities. Teachers demonstrated resourcefulness through flexibility and resilience. Proposed interventions include structural consistency, professional development, student engagement, mental health support, and focused training. Despite these obstacles, teachers show dedication and passion for fostering positive learning environments. The study highlights the need for flexible teaching strategies in evolving educational landscapes and recommends fostering good study habits, adaptable teaching approaches, curriculum refinement, robust teacher training, and documenting best practices for future research. Addressing these challenges is essential for creating conducive learning environments in modern classrooms. Research limitations include the specific context of the study, which may affect the generalizability of the findings.