The purpose of this study was to explore and understand the factors that influence teachers to remain committed to teaching in low-performing schools despite the challenges they face. The case study approach is particularly well-suited for this research as it enables an in-depth exploration of the unique experiences, challenges, and strategies of teachers who choose to stay in low-performing schools, (Yin, 2018). The research participants for this study consisted of three (3) teachers selected from low-performing schools in Davao City. The findings suggest that policymakers and school leaders should reconsider how success is defined in low-performing schools. Emphasizing only test scores and grades overlooks the personal, social, and emotional growth of students. Integrating holistic assessment frameworks can better reflect the diverse progress of learners, especially in under-resourced contexts.