Inclusive education for dyslexic learners relied on teachers’ ability to implement adaptive teaching strategies, foster supportive learning environments, and advocate for individualized instruction. However, challenges such as a lack of specialized training, difficulty in recognizing dyslexic students' specific needs, and limited institutional support hindered effective intervention. This study examined the experiences of educators teaching dyslexic students in Tamisan Elementary School, Mati City, Davao Oriental, Philippines. Using a qualitative phenomenological research design, the study explored themes related to teacher attitudes, instructional challenges, emotional and psychological impact, effective teaching strategies, advocacy for school support, and continuous policy development. The findings revealed that while educators adopted multi-sensory techniques, personalized instruction, and reinforcement strategies to improve student engagement, challenges such as initial frustration, self-doubt in teaching effectiveness, and difficulty balancing curriculum demands remained significant. Addressing these concerns required enhanced dyslexia-specific training, mentorship-driven support programs, and institutional policies promoting structured intervention strategies. Strengthening teacher education programs and refining inclusive education policies will fostered a more effective learning experience for dyslexic students, ensuring equitable access to quality education.