The ALS (Alternative Learning System) program allows out-of-school youth and adults to continue their education through modular and flexible means. This study aims to determine the lived experiences of ALS completers in the Salay District during the SY 2021-2022. The study utilized the Phenomenology Approach, and a criterion sampling was used in selecting the participants. The data gathered were summarized by coding the common responses, and themes were identified through thematic analysis. This study found that the majority of ALS learners were student mothers who experienced dual roles. They developed effective time management and multitasking skills to overcome the challenges of life. ALS learners sources of motivation came from their children, family, teachers, and even from those who opposed them. Their common challenges included financial instability, multiple responsibilities, curriculum and learning tools, and the learning environment. In terms of coping mechanisms, four themes were evident: faith in God and confidence in oneself, time management, learning with fellow ALS learners, and the teaching-learning process of ALS. The results provide useful findings for ALS facilitators, teachers, and policymakers. To effectively address the needs and interests of ALS learners, an intervention plan can be implemented to help them cope with their psychological crises and become more resilient and productive despite their multiple roles.