This study examines the experiences of graduate students enrolled in education programs who pursue a master’s degree without prior formal teaching experience in English, a group often overlooked in educational research. Addressing the gap in understanding how non-teaching professionals navigate graduate education, this narratological study aims to explore and capture personal accounts that reveal the strengths, struggles, and insights of students enrolled in graduate education without formal teaching experience in English in schools in Davao del Norte. Using a qualitative research design with a narratological approach, the study gathered and analyzed participants’ stories to illuminate their academic and personal journeys. The findings revealed three central narratives: the Courageous Mom, whose journey marked a turning point toward growing confidence and voice and the making of meaning from challenges; the Free-Spirited Woman, who began with hesitation mixed with excitement, faced setbacks that challenged her confidence and expectations, and eventually moved forward with acceptance, persistence, and renewed confidence; and the Resilient Mom, whose aspiration to pursue graduate education led her to confront challenges head-on while cultivating essential virtues needed to survive and succeed in a master’s degree program. Overall, the study concludes that the assumption that master’s programs in education are suited only for those already teaching is untrue. While many enrollees are practicing teachers, the findings affirm that pursuing and completing graduate education is both possible and achievable for individuals without formal teaching experience.