This study aimed to explore the lived experiences of teachers in last mile schools in implementing academic programs amid limited teaching and learning resources. Specifically, it examined the instructional challenges encountered by teachers, the coping mechanisms they employed, and the insights they gained that may inform future educational policies and practices in resource-constrained and geographically isolated contexts. The study utilized a qualitative phenomenological research design to capture the lived experiences, coping strategies, and professional insights of teachers working in last mile schools. Participants were selected through purposive sampling and consisted of teachers from selected last mile schools in Langilan District, Davao del Norte. Data were gathered through in-depth semi-structured interviews and focus group discussions to obtain rich and reflective accounts of their instructional realities. The collected data were analyzed using Colaizzi’s method of phenomenological analysis. Findings revealed that limited instructional materials, inadequate infrastructure, lack of technological access, overcrowded classrooms, and the mismatch between policy expectations and classroom realities significantly hindered effective teaching and learning. Despite these constraints, teachers demonstrated resilience through instructional improvisation, contextualized teaching, peer collaboration, and community engagement. These adaptive practices enabled them to sustain instruction, maintain learner engagement, and strengthen their professional growth through increased adaptability, reflective practice, and learner-centered instruction. The study recommends the development of context-responsive policies, equitable resource allocation, strengthened teacher support systems, and sustained professional development programs aligned with the realities of last mile schools to improve instructional delivery and learner outcomes.