This qualitative phenomenological study aimed to uncover the lived experiences of twelve (12) non-special needs education (non-SNed) teachers at New Corella National High School, focusing on the challenges they faced in the era of inclusive education. Additionally, the study described how these teachers coped with these challenges and the insights they gained from their experiences. In-depth interviews (IDI) were conducted with twelve (12) participants selected through purposive sampling. Results indicated that non-SNed teachers encountered various challenges, including managing diverse learning needs, lacking proper training and resources, and difficulties with integration and inclusion. Participants coped with these struggles by receiving comprehensive training, creating an inclusive atmosphere, enhancing student engagement and participation, achieving academic progress, and employing flexible learning strategies. The insights drawn from their experiences emphasized the importance of cultivating patience and adaptability, enriching understanding and empathy, navigating professional growth and challenges in inclusive education, and embracing and loving their students. Future researchers should adopt a mixed-methods approach with more participants to comprehensively grasp inclusive education processes.