This multiple case study aimed to discover and understand the experiences of the English module writers on the provision of technical assistance at the Division of Tagum City. This study was hinged on Technical Assistance Model for Guiding Services and System Change of Le et al. (2014), Vygotsky’s Social Constructivism (1962), and Skinner’s Operant Conditioning Theory (1938). Data were taken from four (4) participants and four (4) informants whose responses were collected through in-depth interviews. The data were analyzed using thematic and cross-case analysis. The results revealed seven (7) major themes on the lived experiences of the participants on technical assistance, which include: encountering lack of technical assistance, gaining professional growth and skills development, having lack of proper guidance on selecting best module contents and design, and being given limited time for crafting modules. Moreover, on how they overcome their struggles on technical assistance, the following four (4) themes emerged: seeking and receiving assistance from other people, having the passion for teaching, researching, and following module templates and guidelines. Furthermore, on the insights gained by the English module writers on technical assistance, six (6) major themes emerged which include: provide sufficient technical assistance, maintain positive mindset and attitudes, and seek assistance from experts. The study highlights the need for a structured and consistent technical assistance for English module writers.