This phenomenological study aims to investigate the experiences of Physical Education teachers having Multiple Designation in School in public secondary schools, Davao de Oro Division. Furthermore, this research also aimed to explore and completely comprehend the various encounters faced by the participants as well as the perspectives on managing multiple roles within their educational contexts. Fourteen (14) teachers who took part in the study, there were 7 (seven) participants for the in-depth interviews (IDI) and another 7 (seven) participants who participated through focus group discussion (FGD). Moreover, purposive sampling was used to choose the participants, and data was collected via in-depth interviews and focus group discussions. The findings identified five (5) major themes from the participants' experiences: difficulties in time management; acquisition of new learning; development of positive attitude towards tasks; pressure and stress in multiple designation; and failure to attend the class. Additionally, there were five (5) major themes developed relative to the participants strategies and coping mechanisms such as: employing proper time management; establishing collaboration among colleagues; disseminating responsibilities properly; organizing tasks by priority; and developing optimism on workloads. Finally, the participants expressed their insights that revealed the four (4) major themes: propagate designations among pe teachers; embracing the challenge while enjoying multiple designation; personal and professional development through multiple designation; and escalating time management skills. Regardless of the difficulties experienced by the teachers having multiple designation, the PE teachers collaborated on overcoming obstacles and discover alternative methods by meeting the demand for acceptance and reinforcing social cohesion and creation of safe and friendly environment for PE teachers in having multiple designations in school.