This phenomenological study aims to gain an in-depth understanding of the lived experiences of teachers of Juan Villablanca Memorial High School as well as the challenges they have faced and their coping mechanisms upon the implementation of their assessment methods amidst modular instruction. This research employed the phenomenological method of inquiry as the study's research design to provide a thorough description of the shared experiences of teachers. Through purposive sampling, four teachers from Juan Villablanca Memorial High School were chosen as the participants of this study and were subjected to a face to face, semi-structured interview with open-ended questions. After the data analysis, three overall themes emerged from the rich and thick descriptions from key informant interviews: (1) Experiences of Teachers; (2) Challenges faced by Teachers; and (3) Coping Mechanisms. This research is helpful to DepEd policymakers, teachers, and future educational researchers to understand the first hand experiences, challenges and coping mechanisms teachers have with the implementation of their assessment methods amid modular instruction to create policies and interventions that would address such gaps and struggles. The findings of this research would be valuable for professional development planning, educational training, and especially the creation and usage of appropriate assessment methods wherein teachers can use to transcend the evolving facet of education.