This study explored the lived experiences, coping mechanisms, and perceptions of teachers on the assimilation of technology into teaching practices in selected private elementary schools in Talomo District, Davao City. Using a phenomenological design, the researcher conducted in-depth interviews (IDI) and focus group discussions (FGD) with ten purposively selected teachers. Findings revealed four major themes from their lived experiences: navigating the learning curve, transforming instructional delivery, strengthening autonomy and creativity, and emotional and professional growth. Teachers also employed key coping mechanisms such as self-directed learning, seeking support systems, and time management and prioritization. Their perceptions were grouped into three themes: perceived usefulness, perceived challenges, and attitudes toward technology use. Teachers saw technology as helpful in improving instruction, but also expressed concerns about training gaps, weak infrastructure, and time demands. Despite these, most teachers showed a strong willingness to adapt and reported increased confidence over time. The study’s results align with the TPACK framework by Mishra and Koehler (2006), emphasizing the integration of technological, pedagogical, and content knowledge. These insights suggest the need for holistic professional development, peer collaboration, and sustained leadership support. Overall, the study highlights that meaningful tech integration is possible when teachers are empowered and systems are responsive to their needs.