The study unfolded the insights and experiences of Sama learners in the Island Garden City of Samal. A qualitative approach phenomenological from the public school teachers on the lived experiences revealed that the academic challenges experienced by Sama learners were language barriers, limited access to quality education, and socio-cultural factors and discrimination in Island Garden City of Samal. Teachers coping mechanism on the challenges gained through cultural resilience, community support, and traditional knowledge and practices in the Island Garden City of Samal. Finally, as to the educational management insights gained from the participants, it flaunted cultural responsiveness and inclusion, student-centered approaches, and cultural integration and practice. Academic challenges can further marginalize and exclude Sama learners from mainstream educational opportunities. This exclusion can lead to feelings of alienation, low self-esteem, and a diminished sense of belonging within the educational system. Academic challenges can hinder the individual development and potential of Sama learners. The untapped potential, skills, and talents of Sama learners may go unrealized, impacting not only their own lives but also hindering the overall progress and development of their community. By recognizing and addressing the academic challenges they face, providing support, and creating opportunities for their voices to be heard, Sama learners can overcome barriers and achieve academic success, fostering their empowerment and resilience.