This study examined the lived experiences of ten (10) public elementary and junior high school feeding coordinators in Marilog District, Davao City, in promoting child nutrition through school-based feeding programs. Using a qualitative phenomenological design and Colaizzi’s method. Lived experiences revealed: Teachers’ Active program management; Learner engagement; Learner Acceptance and Food Preferences; Inclusive and Supportive Feeding Environment. Coping mechanisms included: resource maximization; collaborate with stakeholders; time management and innovation; and personal commitment and resilience, showing how programs are sustained despite limited resources and logistical challenges. Insights emphasized the value of parent and community involvement, nutrition education, capacity building, and effective planning and facilities. The findings underscore that teachers are frontline implementers and advocates for child nutrition, offering practical recommendations for improving program efficiency. Policymakers can leverage these findings to design more sustainable, inclusive, and context-specific nutrition initiatives. Ethical principles of informed consent, confidentiality, and voluntary participation were observed. Moreover, the study offers evidence-based guidance to strengthen program implementation and sustainability, contributing to UNSDG 2 (Zero Hunger), UNSDG 3 (Good Health and Well-being), and UNSDG 4 (Quality Education).