The purpose of the study was to explore the challenges and successful teaching strategies employed by veteran educators when engaging with Generation Z students. Also, this adopts a phenomenological research design to explore the lived experiences of senior teachers in understanding and teaching Generation Z students. The participants consisted of seven senior or tenured teachers who have been teaching for at least five years or more. The findings of this study offer significant insights into the evolving landscape of education as influenced by the unique characteristics and learning preferences of Generation Z students. As educators strive to meet the demands of this digitally native generation, the implications extend beyond individual teaching practices to encompass institutional policies, school leadership, and broader educational frameworks. This study highlights the critical need for flexibility, innovation, and a holistic approach in adapting teaching methods to foster meaningful engagement and effective learning.