Abstract: In the aftermath of the COVID-19 pandemic, education systems worldwide have swiftly adopted blended learning models, combining in-person and online instruction. This paradigm shift poses unique challenges for single parents who must balance their parental responsibilities with facilitating their children's education in this new situation. This study explores the perseverance of single parents as co-facilitators in blended learning settings, focusing on their roles, challenges, coping strategies, and the impact on parent-child relationships and student outcomes. A narrative approach was employed, utilizing a validated researcher-made interview protocol. Data were collected using video and audio recorders and analyzed qualitatively through Colaizzi’s descriptive method procedures. Three major themes emerged: Single Parents’ Struggles During Blended Learning, Single Parent’s Roles During Blended Learning, and Single Parents’ Fulfilling Experiences as Co-facilitators. Subthemes within these themes highlighted challenges such as financial strain, lack of resources, and the preference for face-to-face learning, as well as the roles of single parents in supporting their children’s education and the positive experiences they found in the co-facilitator role. The findings underscore the significant challenges single parents face in supporting blended learning and the vital role they play in their children's education. The study also highlights the resilience and adaptability of single parents amidst the pandemic. Single parents face unique challenges in the blended learning environment but demonstrate remarkable resilience. Understanding their perseverance is crucial for developing effective support systems and policies to assist them in facilitating their children's education during these challenging times. Keywords: Single Parents, co-facilitator, blended learning, New normal, Negros Occidental, Philippines.