This study viewed the experiences of teachers in implementing the ALIVE program in their respective school, specifically in San Jose, Samal District, Davao del Norte.  There were five (5)  teachers teachers who participated in this study.  This research made use of a phenomenological approach to extract the ideas from the teacher participants. The participants were purposely selected as representatives from the  teachers who handled  ALIVE classes during the flexible learning period.   An  in-depth-interview was employed to gather significant information as regards to their respective experiences. Using the thematic analysis, the following themes emerged as it relates to the experiences  of the participants: the experiences of the teachers in teaching ALIVE program were focused on the disinterest of the parents in the program, less support from the stakeholders and ALIVE books were not fit for the Filipino learners.  The coping mechanisms of the teachers were enhancing parents orientation on ALIVE program,  conducting more Arabic activities and establishing strong associations with the Muslim stakeholders. The educational management insights were focused on two factors:  improve the instructional materials and enhance the digital ALIVE learning delivery system. The ALIVE teachers may be more observant to their actions and classwork activities.  The more the teachers relate with the parents and other stakeholders, the better they gain the support of everyone around them. An open communication  between the teacher’s and the Muslim parents brings better results  of the class activities throughout the school year.  The Muslim parents may be given the opportunity to be more educated on the various school activities related to the ALIVE program. Parents participation in different school events makes them a better member of the community and a productive school supporter.