This study was conducted to investigate the relationship between classroom collaboration problems faced by students and the coping mechanisms employed by teachers in public elementary schools in Calinan District, Davao City. Using a universal sampling approach, the study employed a non-experimental, quantitative research design with a correlational method. The respondents were the 132 public elementary school teachers. Data were analyzed using the mean, Pearson Product-Moment Correlation (Pearson r), and regression analysis. Findings revealed that students’ classroom collaboration problems were generally high. On the other hand, teachers’ coping mechanisms, were moderate and sometimes practiced. Moreover, there was a significant relationship between the degree of students’ classroom collaboration problems and teachers’ coping mechanisms. Additionally, the domains of classroom collaboration problems were found to influence teachers’ coping mechanisms significantly. These results may serve as a basis for teachers to refine strategies for managing students’ collaboration problems and for monitoring coping mechanisms, helping to prevent potential depression and anxiety among both students and teachers.