The purpose of this phenomenological study was to unveil the lived experiences of junior high school English teachers in improving the listening skills of students in the Division of Davao de Oro. Using a purposive sampling technique, seventeen (17) cooperating teachers from four public schools participated in the virtual interviews. Themes related to their lived experiences emerged: providing students with different listening strategies, integrating technology in language learning, catering the needs in improving their listening skills, and having difficulty in using appropriate methods. Consequently, their coping mechanisms include the following: endeavored to advance instructional competence, engaged in collaborative initiatives, employed interactive and engaging activities, utilized research-based strategies and materials, and overcame environmental distractions and cognitive barriers. Moreover, the following were the insights of the participants: embodiment of good values, provision of positive reinforcement, determination to do the right action, and utilization of diverse strategies. The study results suggest that educators should recognize the potential of multimedia tools as dynamic and authentic resources for enhancing listening skills. Instructors should guide students in purposefully navigating multimedia and technology in language learning, developing critical listening skills to discern important information, and promoting active engagement during listening activities.