This study explored the significant experiences of teachers teaching learners with Intellectual Disability (ID) during pandemic in the Island Garden City of Samal, Davao del Norte, school year 2021-2022. The phenomenology approach with in-depth interview was employed. The Child Welfare Code, Magna Carta for Persons with Disabilities, Education Act of 1982, and DepEds Basic Education Learning Continuity Plan served as the legal bases while social constructivism, experiential learning, cognitive development, and social learning were the theories regarded in this study. A validated interview guide questionnaire made by the researcher facilitated the gathering of data from the ten purposely chosen participants who had taught for five years in the identified SPED-implementing schools. On the notable experiences of the participants, the themes that emerged were bounded communication, uncapable parents, task modification, teacher effort, effortless performance, and restricted assistance. In addition, communication, resources, effectiveness, accessibility, and monitoring described their challenges encountered. Moreover, they unfolded constant communication, home visitation, effective collaboration, educational adjustment, self-motivation, and extra effort as their coping mechanisms. Finally, their insights include flexibility, regard, upskilling, innovativeness, and tenacity. Implications were drawn from the responses of the participants, and these may be considered by educational leaders, teachers, parents and other stakeholders in innovating policies, programs, and interventions for the advancement of ID education.