The purpose of this study was to explore the contributions of stakeholders' engagement in educational policymaking as perceived and experienced by various participants in the field. By adopting a phenomenological approach, this study offered a nuanced understanding of stakeholder engagement in educational policy making, shedded light on the subjective experiences and meanings that shaped policy development processes. A total of fourteen (14) participants were considered in this study who joined the in-depth interview and focused group discussion respectively. The findings of this study have significant implications for enhancing participatory governance in education. By highlighting the real-world contributions and experiences of stakeholders in the policy-making process, the study offers valuable insights into how inclusive engagement can lead to more responsive, equitable, and sustainable educational policies. These implications serve as a guide for policymakers, school leaders, and education practitioners in refining their approaches to stakeholder collaboration and in strengthening the overall effectiveness of education systems.