Applying appropriate teaching strategies to learners has a tremendous impact on numerical literacy. This study aimed to explore teachers lived experiences in specific phenomena in the context of using music as a strategy in teaching multiplication. The participants of this study are composed of five learners and five teachers from public elementary schools in the Division of Davao City, Region XI, Philippines using purposive sampling. A researcher-made survey questionnaire was utilized to gather relevant information with the proper observance of ethical protocols. This study revealed that learners and teachers find music an effective strategy for teaching multiplication. The product of this study provided educational leaders with concrete alternative ways to gain mastery in learning and make every learner numerically literate.