The purpose of this phenomenological study is to describe the experiences of Elementary School Teachers in using pedagogies to address learning loss during in-person classes. The concept and idea for the study were gleaned from Shulmans (1986) Pedagogical Content Knowledge Theory, which proposes that effective teachers possess a specific knowledge set alongside certain personality qualities, abilities, and dispositions. This theory emphasizes that teaching well requires both artistry and scientific understanding. There are numerous practices, techniques, and abilities that contribute to effective instruction, and these cannot be fully captured in a limited list. The study is further supported by Vygotskys (1978) Cultural-Historical Activity Theory, which views the learning environment from a social constructivist perspective. This theory fundamentally explains how students acquire knowledge in a social context, interacting with peers and mentors. Additionally, Banduras (1977) Social Learning Theory is used as a supporting framework, which suggests that increased social interaction leads to higher levels of learning. Finally, the study is grounded in van Dijks (2020) Theory of the Digital Divide. There were five (5) public elementary school teachers participated in the in-depth interview. They were selected using purposive sampling method. The results revealed in the experiences, coping up mechanisms, and insights in using pedagogies and strategizing to address the learning loss of the students. More so, collaboration with parents, ineffectively usage of modular learning, problems in reading skills of the learners, structuring of rewards and punishment, and flexibility and consistency in teaching. The results are believed to be significant to teachers and Department of Education regarding on the experiences of public elementary school heads returning to being classroom teacher.