The purpose of this qualitative-phenomenological study was to explore the lived experiences, coping mechanisms, and insights of elementary school teachers in instilling values through classroom discipline. There were 14 public elementary teachers who were selected using purposive sampling technique: seven participated in in-depth interviews and seven participated in focus group discussions. Thematic analysis was employed to analyze the data. The lived experiences of teachers included utilizing discipline as a means of value formation, experiencing gradual development of learners’ values, managing the challenges to teacher authority, and navigating socio-familial and school-related influences on discipline. As coping mechanisms, teachers employed regulating emotions through self-control, seeking support through peer sharing and collaboration, coping through prayer and faith, engaging parents’ partnership and shared responsibility, and relieving stress through personal time and relationships. Teachers also shared insights they could offer to others, including: mindful emotional regulation as a professional virtue in teacher–student interactions, contextualizing discipline through learner profiling and emotional awareness, teaching values through consistent role modeling, care and collaboration as foundations of meaningful discipline, and guiding behavior through gradual and process-oriented values formation. The results of this study are significant to public elementary teachers, learners, parents, school administrators, DepEd officials, and future researchers, as they provide deeper awareness and understanding of classroom discipline as a vehicle for values formation and support the development of reflective, compassionate, and value-centered disciplinary practices that contribute to nurturing ethical and respectful learning environments.