Double-shift class system is a social problem. I explored the struggles, coping strategies, and learning insights in working under the double-shift system. Descriptive qualitative design, purposive sampling technique, in-depth interviews and thematic analysis were the methods I applied. The data from eight married teachers revealed that participants working under the double-shift system experienced difficulties in balancing professional and family responsibilities. They addressed these challenges through effective time management, structured routines, prioritization, and boundary setting. They learned   the importance of planning, discipline, support systems, self-care, and shared responsibilities in maintaining work–life balance and family well-being. Academic leaders may improve married teachers’ work-life balance in the double-shift system by implementing workload management, strengthening institutional support, and offering professional development to reduce fatigue, burnout, and emotional strain. Future research may use mediating analysis and Exploratory Factor Analysis to examine married teachers’ coping strategies, challenges in the double-shift system, insights gained, and the underlying dimensions of their struggles.