This study aimed to investigate the various teaching methods employed by elementary educators in the Philippines and identify the specific challenges they faced in delivering effective Filipino language instruction. The study aimed to provide a comprehensive understanding of how teachers adapted their pedagogical strategies to meet the needs of their students, taking into account factors such as differing levels of language proficiency and cultural backgrounds. I used criterion sampling to select a small but appropriate group of participants. The criteria for selecting participants were based on their experience with the phenomenon being studied specifically, the lived experiences of Filipino language teachers in elementary schools, focusing on the pedagogical strategies they employed and the challenges they faced in teaching Filipino. three main themes emerged, each with four sub-themes: The first theme, diverse language backgrounds of students, included sub-themes such as code-switching and informal language use, classroom environment and physical limitations, technology-enhanced learning, and balancing formal and informal Filipino language. The second theme that emerged was "interactive and hands-on learning, which encompassed sub-themes like use of visual and audio aids, promoting student engagement and motivation, desire for self-expression, and desire for fun and engagement. Lastly, the third theme identified was the value of patience and empathy, with sub-themes including classroom instruction and interaction, active learning and engagement, creating a supportive learning environment, and integrating Filipino culture in lessons.