This qualitative study employed a phenomenological approach to explore the lived experiences of Senior High School Alternative Learning System (ALS) learners as they navigated phonological and syntactical hurdles in communication. Guided by Hymes’ Communicative Competence Theory, Ellis’ Native Language Interference Theory, and Transactional Theory of Stress and Coping, as described by Lazarus and Folkman this qualitative phenomenological study explored the lived experiences of Senior High School ALS learners as they navigated phonological and syntactical hurdles in communication. Fourteen (14) ALS learners from selected public schools in New Corella, Davao del Norte were purposively selected as participants. Data were collected through in-depth interviews and analyzed using thematic analysis to identify recurring patterns in learners’ experiences. Findings revealed significant phonological challenges, including mispronunciation of unfamiliar sounds, improper stress and intonation, and first-language interference. Syntactical hurdles were evident in difficulties with sentence construction, subject–verb agreement, verb tense usage, and word order. These challenges negatively affected learners’ confidence, clarity of expression, and participation in academic and social interactions. Despite these difficulties, learners demonstrated resilience by employing coping strategies such as repeated practice, self-monitoring, and seeking support from teachers and peers. The study underscores the importance of context-sensitive and theory-informed instructional interventions that address both phonological and syntactical development to strengthen communicative competence among ALS learners.