This qualitative phenomenological study explored the lived experiences of Grade 1 teachers in building foundational literacy skills among beginning readers. The informants of this study were ten Grade One teachers from Talomo West District, Division of Davao City, purposively selected to provide rich and relevant insights on early literacy instruction. Data were gathered through in-depth interviews (IDI) and analyzed using thematic analysis. Findings on challenges revealed three major themes: limited instructional resources, diverse learner abilities and readiness gaps, and instructional constraints such as short attention span and time limitations. These highlight the complexity of teaching early literacy in diverse and resource-limited classrooms. For coping mechanisms, three themes emerged: adaptive and differentiated instructional practices (differentiated instruction, multimodal strategies, learner-centered approaches), collaboration and professional support systems (peer coaching, trainings, and data-driven practices), and resourcefulness and strategic problem-solving (creative use of materials and instructional adaptation). These reflect teachers’ resilience and flexibility in addressing classroom challenges. In terms of educational management insights, three themes were identified: structured and engaging literacy instruction (hands-on materials, systematic teaching, and interactive read-alouds), continuous teacher development (training, assessment literacy, and collaboration), and institutional support and resources (leadership support, instructional materials, and technology integration). These emphasizethe importance of strong instructional leadership and sustained professional development. The study concludes that effective literacy development requires a holistic approach involving teachers, school leaders, and stakeholders. Teacher training may bestrengthened, adequate instructional resources may be provided, collaborative professional learning may be promoted, and school leadership support may be enhanced to improve early literacy outcomes.