This study explored the challenges faced by seven senior high school social science teachers in adapting to the post-pandemic or “now normal” educational setup, emphasizing competency-based learning through the continued use of the Most Essential Learning Competencies (MELCs). Using a qualitative phenomenological method, interviews revealed key issues such as adapting teaching methods, lack of professional training, mental health struggles, low student engagement, assessment difficulties, and reliance on institutional support. The findings highlight the need for stronger educational support systems, including teacher training, mental health services, and updated policies aligned with current teaching demands.