This qualitative phenomenological study examined the lived experiences of ALIVE teachers in integrating Islamic values in elementary education within public school settings. Specifically, it sought to understand teachers’ perceptions of their roles, the coping mechanisms they employ, and the educational insights they derive from sustained engagement in values-based instruction. Five purposively selected ALIVE teachers from the Maco North District, Davao de Oro Division, served as participants. Data were gathered through in-depth interviews and analyzed using thematic content analysis. The findings revealed that ALIVE teachers assume multifaceted roles as educators, moral exemplars, and cultural transmitters. Teachers faced challenges related to limited instructional time, lack of instructional materials, diverse learner readiness, and the demands of aligning Islamic values education with public school structures. Despite these challenges, teachers demonstrated adaptability through creative teaching strategies, instructional improvisation, collaboration with parents and stakeholders, and reliance on faith and professional dedication. Educational insights indicated that Islamic values integration supports holistic and transformational learning, contributing to learners’ character formation, cultural identity, and inclusive social behavior. The study concludes that recognizing and supporting the unique role of ALIVE teachers is essential to sustaining effective Islamic values integration in elementary education and advancing inclusive education in the Philippine context.