The purpose of this phenomenological study was to explore and comprehend the lived experiences of physical education (PE) teachers in facilitating the performance tasks of the differently abled learners. This study employed a phenomenological approach to gather and understand the insights of physical education teachers towards the investigated phenomenon. The participants of the study were 14 PE teachers in Nabunturan West District, Division of Davao de Oro. There were seven teachers for in-depth interviews (IDI) and seven for focused group discussions (FGD). This study was limited to the perceptions of instructors and did not take into account the perspectives of the learners, administrators or other stakeholders in the education system. The data collected from the results of IDI and FGD were analyzed using thematic analysis. Regarding experiences, the findings brought out the following themes: instructional pitfalls, drive for inclusivity, emotional setbacks, facilitation of affective environment, implementation of tailor-fit activities. As to their means of coping with the challenges, the following themes surfaced: finding ways to make instructions work, conscious on teaching efficiency, data-based intervention, social engagement, and utilization of support mechanism. Finally, the following themes were the insights drawn from their experiences: adapting suitable scaffolding, practicing resourcefulness and innovativeness, establishing network and support, practicing positive and supportive behavior, and accommodating the unique needs of learners. Incorporating the findings into the teaching practices suggest for the provision of tangible support in terms of resources and immersion of the teachers with the actual practices of effective strategies. Future researchers may consider to delve deeper into the pitfalls of instruction despite of the drive for inclusivity.