This study investigated the challenges faced by non-MAPEH teachers in teaching Music, Arts, Physical Education, and Health (MAPEH). The study aimed to determine the common challenges encountered by teachers, the factors contributing to these difficulties, the coping strategies they employ, the support mechanisms available to them, and the professional development activities needed to strengthen their competence. A descriptive research design was employed. The respondents consisted of fourteen (14) non-MAPEH teachers teaching MAPEH in selected secondary schools in the Municipality of Bulusan, Sorsogon during the School Year 2025–2026. Data were gathered through structured questionnaires and analyzed using descriptive statistical tools such as frequency counts, percentages, and mean scores. Findings revealed that non-MAPEH teachers encounter several challenges including limited content mastery, lack of specialized training, insufficient instructional materials, and time constraints in preparing lessons for multiple MAPEH components. These challenges affect teacher confidence and instructional effectiveness. Despite these constraints, teachers demonstrated resilience by consulting colleagues, maximizing available resources, engaging in self-directed learning, and participating in collaborative professional activities. The study concludes that targeted professional development programs, mentoring systems, and institutional support are essential in improving the competence of non-MAPEH teachers. Providing adequate instructional resources and training opportunities can enhance teaching effectiveness and improve student learning outcomes in MAPEH.