This study aimed to determine the lived experiences of teachers in employing diverse teaching strategies to enhance psychological development and social interaction in Physical Education classes in Region XI. The study sought to understand how collaborative, personalized, and inclusive teaching strategies impact students confidence, teamwork, and leadership skills. A qualitative interpretative phenomenological approach was used for the study design and data were collected using a validated semi-structured interview guide through in-depth interviews with five participants. A thematic analysis was used to identify patterns and themes in the responses, providing a comprehensive understanding of the strategies employed by teachers. The results revealed that teachers utilized a collaborative environment, personalized learning, inclusive environment, teamwork, respectful environment, and peer mentoring instructions to address diverse student needs. These strategies significantly improved students psychological development and social interaction, aligning with constructivism theory by Jean Piaget, which emphasizes the importance of active, experiential, and socially interactive learning. Additionally, further research and similar studies are encouraged to explore the long-term and broader impacts of these strategies across diverse educational contexts.