This study explored the lived experiences of Home Economics teachers in promoting gender sensitivity in Home Economics classes. Using a qualitative phenomenological design, the study examined how teachers promoted equal participation, challenged gender stereotypes, applied inclusive strategies, and created supportive classroom environments. Participants were PRC-licensed Home Economics teachers from selected secondary schools in the Division of Digos City with at least three years of teaching experience and involvement in gender-sensitive instructional practices. Data were collected through in-depth interviews with six teachers and a focus group discussion with four teachers. Thematic analysis was used to identify emerging themes from the participants’ narratives. Findings revealed that teachers promoted gender sensitivity by encouraging equal participation, challenging stereotypes in practical tasks, using learner-centered strategies, ensuring fairness through role rotation, and following school and DepEd gender-sensitive policies. Teachers coped with challenges through respectful communication, gradual integration of gender-related topics, resourcefulness despite limited materials and training, collaboration with colleagues, and reflective teaching adjustments. The study emphasized the importance of strengthening collaborative and inclusive learning activities, applying role rotation, creating flexible and student-centered activities, maintaining a safe and supportive classroom environment, and promoting practical skills beyond gender expectations to ensure fairness and equal participation among learners. Teachers were encouraged to provide learners with opportunities to lead, assist, report, present, cook, sew, organize materials, and perform hands-on tasks regardless of gender. These practices help prevent gender-based role assignments, develop confidence, promote equality, cooperation, and inclusivity in the classroom.