This phenomenological study explores the lived experiences of elementary science teachers in resource-constrained environments, focusing on the impact of insufficient instructional materials. Grounded in the Conservation of Resources (COR) theory, the study examines how the scarcity of teaching materials affects teachers' personal, social, and structural resources. Through in-depth interviews and thematic analysis, findings reveal that lacking of instructional resources reduces teaching confidence, increases emotional stress, and limits mentorship opportunities. Teachers often struggle with financial constraints, inadequate facilities, and the absence of modern laboratory equipment, which hinder effective science instruction. The study emphasizes the pressing need for systemic interventions, such as equitable resource distribution, enhanced mentorship programs, and increased institutional support, to alleviate the burden on teachers and improve science education quality in marginalized areas. By amplifying the voices of educators, this research provides valuable insights for policymakers and educational stakeholders in fostering resource equity and support mechanisms for teachers in under-resourced settings.