This study aimed to explore the experiences of school heads on stakeholder engagement in remote schools of Talaingod, Davao del Norte. The research employed a phenomenological approach, utilizing in-depth interviews with eight purposively selected school heads to understand their lived experiences, coping mechanisms, and insights. Results revealed that the lived experiences of school heads in remote schools include facing barriers in communication and stakeholder engagement, as well as dealing with geographic isolation and infrastructure challenges. They cope by cultivating connections through effective communication and harnessing collaborative networks. The insights of the participants include the relevance of recognizing and valuing stakeholders, the provision of training programs and technical assistance for school heads, and the importance of collaborative partnerships for school improvement. This implies that school heads in remote schools need to address stakeholder engagement, build trust, adapt to local needs, foster inclusivity, and pursue leadership training to improve educational outcomes.