This phenomenological study aims to delve into the experiences, opinions, and perspectives of the school heads in the Banaybanay district of the Department of Education, Division of Davao Oriental. In addressing the learning gaps during in-person classes, this qualitative study used a phenomenological approach to collect and analyze data. In order to close learning gaps, particularly after two years of distance learning, school heads experiences and perspectives on the gaps in learning during in-person sessions are crucial. These viewpoints focused on closing the gaps, especially in reading and numeracy abilities. A sample of fourteen (14) participants was selected using a purposive sampling technique. Seven participants underwent focus group discussions, and the other seven underwent in-depth interviews, highlighting the experiences, coping mechanisms, and insights of the school heads in the research locale. As to the participants experiences, two major themes emerged: encountered problems with unpreparedness for the in-person classes; and b) observed students with reading difficulties. With regard to their responses to coping mechanisms, six major themes emerged: implemented reading intervention activities, established open communication, extended technical assistance to teachers, collaboration with stakeholders, provided additional learning and reading materials, and implemented a literacy and numeracy program. Lastly, their insights revealed five major themes: reduction of teacher workloads, provision of learning materials, strengthened programs in teaching fundamental skills, intensification of feedback mechanisms, and assignment of remediation teachers. The study revealed that the school heads in Banaybanay district collaborated with stakeholders, including teachers and parents to solve difficulties and prepare students for academic success during in-person classes. It emphasizes open communication, providing reading materials, technical assistance, and implementing numeracy and literacy programs, which were very significant to the participants. Public elementary school heads as well as the Department of Education implementers need to intensify feedbacking to assess the real situation of students in the field so that they can perform their duty as leaders in addressing gaps based on the situation in the field.