Civic engagement among college students is vital for developing responsible citizenship, leadership, and social accountability, particularly in areas facing social and political challenges such as Sulu. This phenomenological study explored the lived experiences of college students who are active members of socio-civic organizations in selected higher education institutions in Sulu. The study aimed to understand their motivations, emotional experiences, role engagements, and the challenges they encountered while balancing academic and organizational responsibilities. Eight participants were selected through purposive sampling and interviewed using a validated semi-structured guide. Data were analyzed through thematic analysis following Braun and Clarke’s framework, allowing the emergence of five core themes: (1) motivations and encouragements in joining organizations, (2) adjustments and belongingness, (3) role engagement and identity development, (4) challenges and coping mechanisms, and (5) student recommendations and program insights. Findings revealed that students are motivated by family influence, peer inspiration, and a genuine desire to serve their communities. Despite challenges in time management and limited resources, they experience personal growth, improved self-confidence, and stronger civic identity. Their involvement fosters empathy, leadership, and resilience, aligning with Astin’s Student Involvement Theory, Social Capital Theory, and Transformational Learning Theory. Participation also deepens their understanding of cultural inclusivity and social responsibility, positioning them as catalysts for peace and development within Sulu. The study concludes that socio-civic membership enhances both personal and communal transformation. It recommends institutional collaboration among schools, civic organizations, and government sectors to strengthen youth participation through structured programs such as Project KASALI (Kabataan sa Sulu para sa Aktibong Liderato at Inklusibong Paglilingkod).