The phenomenon of out-of-field teaching, wherein educators are assigned subjects or levels outside their area of expertise,  remains a critical issue in the education sector. This study explores the lived experiences of secondary education graduates  teaching at the elementary level, focusing on their struggles, adjustments, and coping mechanisms. Research indicates that out of-field teaching is not solely a result of teacher shortages but also from systemic challenges in teacher deployment and  recruitment. The study highlights the significant impact of out-of-field assignments on teaching effectiveness, classroom  management, and professional identity. In the context of Panabo City, many elementary teachers are secondary education  graduates, facing difficulties adapting to the elementary curriculum and pedagogical approaches. By employing a  phenomenological approach, this research seeks to understand their experiences, the strategies they employ to overcome  challenges, and the necessary interventions to enhance their teaching effectiveness. The findings will contribute to discussions  on teacher preparation, professional development, and policy reforms to ensure quality education despite the prevalence of out￾of-field teaching.