This study explored the lived experiences of Junior High School Science teachers in implementing Inquiry-Based Learning (IBL) in Cluster 2, Davao City. Inquiry-Based Learning is widely recognized for promoting student engagement, critical thinking, and conceptual understanding in science education (Hmelo-Silver et al., 2020; Bybee, 2022). Using a qualitative phenomenological design, the study examined the challenges teachers encountered, the coping strategies they employed, and the educational management insights derived from their experiences. Ten purposively selected participants underwent in-depth interviews, and data were analyzed through thematic analysis following Braun and Clarke (2006). Findings revealed that Inquiry-Based Learning enhances student engagement and deeper conceptual understanding through active participation and experiential learning (Prince & Felder, 2021). However, major challenges included limited laboratory resources, time constraints, and students’ difficulty in engaging in independent inquiry (Wang et al., 2022; Smith & Kumar, 2023). Teachers addressed these challenges through instructional adaptation, scaffolding, collaboration, and integration of digital tools (Nguyen & Brown, 2023; Lee & Park, 2021). The study further emphasizes that institutional support, including flexible policies, continuous professional development, and access to resources, is essential for sustaining IBL (Darling-Hammond et al., 2022). Overall, effective IBL implementation requires a combination of teacher adaptability, collaboration, and supportive educational systems.