This qualitative phenomenological study explored the lived experiences, teaching strategies, and insights of English for Academic and Professional Purposes (EAPP) teachers in teaching writing to students-at-risk in Senior High School. Participants included ten Senior High School English teachers, consisting of five who participated in in-depth interviews and five who took part in focus group discussions. The study identified key insights for more effective EAPP instruction for students-at-risk, recognizing the importance of language fundamentals, employing initiatives and strategies in teaching, displaying patience in teaching, and fostering intrinsic motivation. The findings of this study may inform English teachers, school leaders, and curriculum developers in designing responsive instructional interventions and policies to support the writing development of students-at-risk in Senior High School.