This qualitative multiple-case study unveiled the English language learning experiences, and coping strategies across all five cases of ALS beneficiaries through in-depth interviews who were chosen through maximum variation sampling, and the data triangulation was done by interviewing individuals closely related to the participants. Thematic analysis resulted from seven emergent themes on the English language learning experiences: strong desire for education, supportive teachers and peers, practical pedagogical methods, progressive English proficiency, inadequate learning resources, poor English background, and English learning barriers. The emergent themes for the coping strategies include workable resource utilization, socialized learning activities, obtaining teacher’s guidance, and active and regular self-learning methods. The five cases had similarities in terms of practical pedagogical methods and inadequate learning resources, while the cases had differences in all other themes. Moreover, coping strategies of all cases had similarities in terms of workable resource utilization, and active and regular self-learning methods and had differences in terms of socialized learning activities and obtaining teacher’s guidance. These findings showed the importance of the educational program in the context of jail facilities and how these ALS beneficiaries develop their English language skills despite limitations and inadequacy of resources. These insights could enhance understanding that may lead to more effective teaching approaches and implementations of the ALS program within the context of jail facilities.