This phenomenological study explored the lived experiences of teacheradvisers in shaping young leaders within the Supreme Elementary Learner Government (SELG) in selected Integrated Schools in Cluster 12, Division of Davao City. Specifically, it examined the experiences of teacher-advisers mentoring learnerofficers, the coping mechanisms they employed to address advisory challenges, and the educational insights drawn from the study to strengthen learner governance programs. The study was anchored on Transformational Leadership Theory and Servant Leadership Theory, emphasizing inspirational, collaborative, and service-oriented leadership practices in developing young leaders. A qualitative phenomenological research design was employed. Ten (10) SELG teacher-advisers were selected through purposive sampling. Data were gathered through in-depth interviews and analyzed using Braun and Clarke’s six-phase thematic analysis. Findings revealed that teacher-advisers experienced SELG advising as a values-based leadership formation process grounded in mentoring, patience, modeling, and service-oriented leadership. Advisers coped with challenges through collaboration, time management, reflective practice, emotional resilience, and support systems from colleagues and school leaders. The findings implied that effective learner governance requires continuous leadership training, institutional support, ethical leadership practices, and collaborative school environments that empower both advisers and learner-officers. The study recommended strengthening leadership developmentprograms through sustained capacity-building activities, adviser training, learner-centered governance policies, and stronger collaboration among schools, families, and community stakeholders to enhance SELG implementation and leadership formation among elementary learners.