Abstract This research examines the experiences, difficulties, and strategies for managing stress that these teachers faced while pursuing their master's degree. In this case, nine (9) math teachers in the Division of Cagayan were selected, all of whom are taking up a master's program in a public graduate school. The purposive sampling method was applied in choosing the participants of this study, and actual one-on-one interviews conducted face-to-face. For the teachers to understand Mathematics aligned in teaching experiences, the master's degree, the Colaizzi method of analysis was used. This analysis reveals that teachers go for postgraduate education both for professional and personal reasons. Professionally, they do it for promotion in credentials, promotion, and leadership. They believe in continuous learning and adapting to the latest education methodologies. Practically, they seek more wages, available jobs, and role models. When teachers experience frustration, the process of improvement continues with new mathematical know-how and instructional strategies. External incentives involve networks for support as well as economic constraints for further study. Mathematics teachers earn a master's for professional development and self-improvement purposes and enter the management hierarchy. Mathematics instructors believe that more study will improve teaching and have an impact on the students. Further education is essential for professional growth, leading, and instructional practice. Future studies on the support system for the masteral degree of Mathematics teachers will be very interesting to research. How these peer groups, mentorship, and institutional support impact performance and retention rates can be researched. Long-term performance of the career in these teachers, career advancement, job satisfaction, and opportunities to lead are also aspects of the study. It also needs to take into account the financial need and incentives in regard to Mathematics teachers' entry into graduate school. Keywords: Masteral degree, coping mechanisms, challenges, education, Mathematics teachers