The purpose of this study is to explore and document the role of Alternative Learning System (ALS) teachers as catalysts for community development and agents of social change in underserved areas. Specifically, this study aims to examine how ALS teachers contribute to the empowerment and transformation of marginalized communities by providing accessible, flexible, and relevant educational opportunities for out-of-school youth and adults who face barriers to traditional schooling. In this study, we will employ a phenomenological design to illuminate the subjective experiences and interpretations of ALS teachers regarding their involvement in community development initiatives. A total of fourteen (14) participants are considered in this study who will join the in-depth interview and focused group discussion respectively. Seven (7) of them will join the in-depth interview (IDI) while the remaining participants will be subjected to the focus group discussion (FGD). The success of ALS programs is not solely the responsibility of the teacher but of the entire community. Encouraging a culture of shared responsibility where teachers, students, and community members work together towards common goals can foster a sense of ownership and accountability, ensuring the sustainability of ALS initiatives. Through aligning these future directions with their respective roles, DepEd, school principals, and ALS teachers can collectively contribute to a more sustainable, effective, and impactful ALS program that empowers marginalized communities and ensures lifelong learning opportunities for all.