The knowledge, strategy, and skills of the school heads are the profound materials for the school’s success aside from the participation of the teachers, parents, and community. This phenomenological study aimed to explore the experiences of the elementary principals in the planning and implementation of the DepEd policies in their respective schools. Data were collected from the selected principals who were more than 5 years in managing schools, acknowledged as productive and competitive in their field, and received various recognitions in managerial and leadership aspects. The analysis of data - coding, categorizing, and theming was done through Creswell Analysis. Findings revealed five (5) clustered themes: Teachers Collaboration; Community linkages; Goal Setting and Transparency; Sound Relationship Cultivation; and Teachers Empowerment. Every clustered theme expounded with emergent themes. Based on the result, it is recommended to have continuous partnership and teamwork of internal and external stakeholders in the planning process and project development; conduct continuous teachers’ professional development; practice transparency; and communicate the plans. Moreover, the findings of this study would be a great tool in benchmarking the best practices in the implementation of policies and the planning process.