The study aims to determine the lived experiences of the teachers in the implementation of Madrasah Education in the Island of Boracay, Aklan. The descriptive phenomenological research design was used in this study. The study utilized six elementary Muslim teachers selected through purposive sampling from the two identified schools in the island of Boracay, Manocmanoc Elementary School with two participants and Balabag Elementary School with four participants. The lived experiences of Madrasah teachers reveal a tapestry of challenges, passion, commitment, and adaptability. The findings underscore the importance of supporting and empowering Madrasah teachers to enhance the overall quality of education. There are different coping strategies used by the Madrasah teachers in managing the challenges they had encountered including the importance of constant communication with the Madrasah School Coordinator and head teacher. Conducting Parent Teacher Association (PTA) meetings is highlighted to improve Madrasah education to disinterested parents is crucial for involving parents in the educational process. Moreover, seeking advice from the Islamic experts and experienced asatidz (teachers) is identified as a coping mechanism by creating programs and activities within the Madrasah to engage students is crucial for a holistic development. Therefore, it is recommended that the Department of Education may provide ongoing and targeted professional development opportunities for Madrasah teachers to enhance their skills and teaching methodologies.