Effective teaching in Technology and Livelihood Education (TLE) is essential for developing students’ practical skills and preparing them for real-world tasks. However, newly hired TLE teachers face challenges that affect lesson delivery and student engagement. This study explored the teaching experiences of TLE teachers in the intermediate level of a public elementary school in Leyte Division. Guided by Vygotsky’s Social Constructivist Theory, the study emphasizes the importance of collaboration, mentorship, and scaffolding in professional growth. Using semi-structured interviews with six new TLE teachers and thematic analysis, four major challenges emerged: diverse student abilities, limited instructional resources, classroom management, and time constraints. To cope, teachers improvised materials, planned lessons carefully, established structured routines, collaborated with peers, and designed engaging, interest-based activities. The study recommends structured mentorship, continuous professional development, improved resources, stronger collaboration networks, and greater parent-community involvement to enhance the competence and effectiveness of newly hired TLE teachers.