This research explored the lived experiences of Grade 7 teachers in the Special Program in Journalism (SPJ) who were engaged in educating learners diagnosed with Autism Spectrum Disorder (ASD), as it employed the phenomenological approach to uncover the lived experiences and understand the unique perspectives that teachers brought to the educational context. The data was collected using validated in-depth interview guide questions to define the social experience and identify patterns and commonalities in participants’ experiences. Through thematic analysis, the results indicated that teaching students with disabilities presents challenges for educators who often lack the necessary tools, support, and training to address diverse learning needs. Obstacles like time constraints, rigid curricula, and limited institutional support can hinder inclusive education efforts. Additionally, inadequate training and resources further complicate efforts to modify teaching methods effectively. Despite these challenges, many teachers are motivated to improve their practices by seeking professional development opportunities and implementing innovative strategies to create more inclusive and supportive learning environments for students with disabilities. The researchers found the importance of this research in understanding how to treat and communicate with students with disabilities.