This study phenomenological study explored the experiences of elementary teachers in boosting learners’ class participation, drawing insights from twelve (12) purposively selected teachers. Through in-depth interviews and thematic analysis, two key themes emerged on the strategies that teachers employ to enhance participation such as gamification and interactive activities and collaborative and peer-based learning. Meanwhile, themes on the challenge’s teachers face in fostering participation included fostering psychological safety and confidence building to overcome fear and employing differentiated participation strategies to conquer anxiety. From the lived experiences of the participants, this study derived insights to address these challenges, such as strengthening collaborative and peer-based learning and integrating confidence-building approaches. The findings underscore the need for pedagogical innovation: prioritizing student-centered, interactive strategies and differentiated participation techniques to accommodate diverse learner needs. This study is particularly relevant in today’s learnercentered education landscape, where active participation is critical for developing critical thinking, social skills, and academic confidence among young students. By addressing these challenges, educators can cultivate an inclusive and engaging classroom environment, ensuring all students actively participate and develop essential communication and social-learning competencies.