This phenomenological study examines the experiences of Grade 7 students as they interpret poetry from Philippine literature, with a focus on how they perceive and respond to ambiguity in poetic texts. Through in-depth interviews and focus group discussions, the research explores the students' interpretative strategies, the challenges they face, and their emotional responses to the complexities of poetic language. Thematic analysis reveals that students often struggle with issues such as limited vocabulary, figurative language, and cultural context, but also develop coping mechanisms such as using dictionaries, repetitive reading, and collaborating with peers and teachers. Ambiguity in poetry is a challenge and an opportunity for deeper engagement, as students develop perseverance, empathy, and a greater appreciation for multiple interpretations. These insights highlight the importance of instructional approaches that support students in overcoming the difficulties of poetic interpretation while encouraging critical thinking and creativity. By focusing on the learners’ experiences, this study contributes to improving teaching methods that enhance the learning and appreciation of Philippine literature.