This study explored the lived experiences of non-Home Economics major teachers in building entrepreneurial skills among junior high school students in Technology and Livelihood Education (TLE) using a qualitative phenomenological design. Eight secondary school teachers from selected public secondary schools in New Corella District, Davao del Norte were selected through purposive sampling. A semi-structured interview guide was employed and administered through in-depth interviews to examine their teaching experiences, coping strategies, and insights gained in handling entrepreneurship instruction. Results revealed that teachers adapted to unfamiliar content, demonstrated resourcefulness and innovation in their instructional delivery, and contributed to student growth through hands-on, student-centered approaches. Despite facing limitations in content mastery, time, and resources, they developed coping mechanisms such as self-directed learning, collaboration, and improvisation. From these experiences, they drew insights emphasizing the need for curriculum flexibility, capacity building, and active student engagement. The study supports the Adaptive Expertise Theory by Hatano and Inagaki (1986) and the Effectuation Theory of Entrepreneurial Action by Sarasvathy (2001), highlighting teacher adaptability and entrepreneurial thinking in education. The findings suggest the importance of institutional support to strengthen entrepreneurship instruction in TLE through training, curriculum development, and mentoring programs.