The primary purpose of this study is to explore the lived experiences of Filipino English teachers in the United States of America. Purposive sampling technique was used, which included 7 Filipino English Teachers with at least 2 years of teaching experience in the Philippines and who are currently teaching in the USA for not more than five years. This study utilized a qualitative research design through in-depth interviews, specifically phenomenological, using a validated interview questionnaire. The findings revealed that while the transition was often rewarding, it was also marked by emotional strain, cultural disorientation, and instructional shifts. Participants encountered significant differences in student behavior, classroom management, communication styles, and educational expectations. Despite these challenges, they demonstrated resilience by adopting student-centered approaches, integrating technology, embracing differentiated instruction, and developing coping strategies such as building relationships, seeking collegial support, and maintaining emotional well-being. Cultural values such as adaptability, patience, and empathy played a central role in their adjustment process.