This study explored the lived experiences of Alternative Learning System (ALS) learners in the Davao Central District, Davao City as they navigate their educational journeys amid socioeconomic and demographic challenges. Specifically, it sought to examine the challenges learners encounter, the coping strategies they employ, and the policy implications grounded on the values they develop through their participation in ALS. Anchored in a qualitative phenomenological research design, participants of the study are purposively selected ALS learners capable of providing rich and meaningful descriptions of their experiences. Data were collected through in-depth interviews and analyzed using thematic analysis to identify recurring patterns and shared meanings across informants’ narratives. The findings revealed that ALS learners face multiple and interconnected challenges, including, financial constraints and resource limitations, familial obligations and role strain, disrupted educational trajectories, and academic difficulties and adjustment challenges. Despite these barriers, learners demonstrated resilience by employing adaptive coping strategies such as effective time management, seeking support systems, sustaining self-motivation, and adapting self- directed learning practice. These strategies enabled them to persist and remain actively engaged in their education. Furthermore, participation in ALS contributed to the development of key personal values, including perseverance, responsibility, discipline, self-confidence, and a deep appreciation of education as a pathway toward a better future. The study recommends empowering ALS Learners through holistic development and support systems. It further emphasizes the need to strengthen support systems, enhance community involvement, and implement context-responsive educational policies to better support learners in similar disadvantaged settings.