This study explored the practices, problems, and insights in the implementation of the Learning Action Cell (LAC) in elementary, secondary, and integrated schools in the Davao Region. Guided by Kotter’s Change Management Theory and using a qualitative multiple case study approach, the research aimed to understand how teachers and school heads implement LAC sessions, manage challenges, and apply strategies to improve teaching and learning. Data were gathered from in-depth interviews with 22 participants, including school heads and teachers from 11 school divisions. The results revealed both similarities and differences in LAC practices across school types. Common practices included collaborative planning, needs-based topic selection, teacher-led discussions, reflection, and informal monitoring. However, differences were observed in focus areas: elementary schools emphasized foundational instruction and nurturing environments, secondary schools prioritized subject expertise and academic outcomes, while integrated schools balanced both approaches. Challenges included scheduling conflicts, heavy workloads, lack of trust among teachers, and limited resources. To address these issues, schools adopted strategies such as flexible scheduling, strategic topic alignment, and supportive leadership. The insights of the participants show that the Learning Action Cell (LAC) serves as a vital platform for professional growth, collaboration, and reflective practice, significantly enhancing teaching effectiveness and fostering a culture of continuous learning. The study concludes that effective LAC implementation depends on school leaders’ ability to foster collaboration, support teacher needs, and embed professional learning into the school culture. These findings provide practical recommendations for enhancing school-based professional development and improving instructional quality.