The study aims to explore the lived experiences of challenged teachers in the public elementary and secondary schools of Baguio City. Qualitative research design was employed particularly phenomenology to explore the lived experiences of challenged teachers in the public schools of Baguio City. Colaizzi’s Model was used to analyze the data. The responses of the participants were transcribed in order to obtain a general sense about the whole content. For each transcript, extracts significant statements that pertain to the phenomenon were noted. Meanings were formulated from the significant statements. Member checking with the member participants was done to validate the findings. From the meanings formulated it was categorized then themes were formulated Results show that the daily routines of participants are from home to school doing their main tasks, appended duties and even bringing home their unfinished tasks in the workplace. Some participants say that they want to give up but on the other hand, they are satisfied that they are able to do many things despite their limitations and that they just enjoy the work with their fellow teachers. Challenges are part of daily life of an individual, especially challenged teachers who are experiencing severe medical conditions or other related situations but teachers are coping with the situation because of the support and utmost understanding of their co-workers, school heads or administration. Challenged teachers need social support as they continue to do their job or tasks assigned to them effectively and efficiently.