This qualitative phenomenological study explored the lived experiences of college English instructors in teaching multicultural literature in Davao de Oro, Philippines. Specifically, it examined the challenges instructors encountered, the instructional responses they employed, and the insights they gained from teaching multicultural literary texts. Data were collected through in-depth interviews and focus group discussions with college English instructors handling literature courses. Using thematic analysis, the study identified key themes related to difficulty interpreting unfamiliar cultural contexts, unequal student participation and understanding, emotional strain during sensitive discussions, instructional preparation, pedagogical flexibility, and the use of varied learning resources. The findings further revealed instructors’ growing recognition of their roles as cultural mediators, reflective practitioners, and facilitators of culturally inclusive learning environments. Multicultural literature was viewed not only as a language-learning tool but also as a transformative medium for developing cultural awareness and critical understanding among students. The study highlights important implications for teaching practice, emphasizing the need for culturally responsive instruction, thorough preparation, flexibility, and collaboration among educators. It also offers recommendations for future research to further examine multicultural literature instruction from both instructor and student perspectives. Overall, the study contributes to the field of teaching multicultural literature by providing context-based insights in culturally diverse classrooms.