The purpose of this qualitative-phenomenological study was to divulge the experiences, coping mechanisms, and insights of Grade 2 teachers in the implementation of Schoolyard Pedagogy during in-person classes. It comprised of fourteen (14) participants selected using a purposive sample technique, with seven (7) parents in a virtual in-depth interview and seven (7) public elementary teachers in a focus group discussion. The data analysis employed was thematic analysis. For the Grade 2 teachers, there were issues emerged from the problem namely: increase of student engagement in reading; improvement of students reading skills; emphasis on socialization and collaboration increase of reading retention; emphasis on multisensory; awareness and appreciation for the environment; erratic weather conditions; limited reading resources and concerns on student safety. To address the issues, teachers mentioned ways: alternative solutions to barriers; guidance and assistance from colleagues; feedback and responses from students and parents; time management and flexible scheduling; emphasis on self-learning, emphasis on self-motivation; emphasis on self-care; utilization of differentiated activities; and utilization of additional resources. They also cited insights they could share to others, namely: provide reading resources and materials; conduct training; evaluate and improve ones self; integrate optimism, incorporate passion; and encourage the use of schoolyard pedagogy. The results are deemed significant to Grade 2 teachers, parents, learners, DepEd officials, administrators, and future researchers to give awareness and to develop best practices in utilizing schoolyard pedagogy to enhance reading skills during in-person classes to attain high quality education.