Multi-grade teaching is a strategy to expand access to education, particularly in remote areas. However, it presents challenges for teachers. This study explored the coping mechanisms employed by teachers handling multi-grade classes. Additionally, descriptive-correlation design was used. The study described teacher profiles (age, sex, education, etc.) and their attitudes towards multi-grade classes. It then investigated correlations between these profiles, the challenges encountered, and the coping mechanisms used. The findings revealed that teachers with higher educational attainment, relevant training, and positive attitudes towards multi-grade classes employed more effective coping mechanisms. The grade level taught was the only significant profile variable related to challenges faced. Also, a moderate, statistically significant correlation emerged between coping mechanisms and the challenges encountered. This suggests that teachers utilize their coping strategies based on the specific challenges they face in their multi-grade classrooms. In conclusion, teacher profiles, particularly educational attainment, training, and attitude, influence coping mechanisms in multi-grade settings. The challenges encountered also play a role, with teachers adapting their strategies accordingly.