This study explored the lived experiences of elementary teachers in navigating the transition between face-to-face and modular teaching modalities. Conducted at Florentino Catalan Elementary School, it examined the instructional shifts before, during, and after the COVID-19 pandemic, focusing on challenges faced, technological proficiency, and the pedagogical strategies employed. Six (6) purposively selected teachers participated through in-depth narrative interviews and classroom observations to gather comprehensive insights. Participants also reviewed the transcriptions to ensure data accuracy and credibility of the findings. Data analysis followed a qualitative narrative approach. Findings revealed five emerging themes: (1) Adaptation and Innovation in Teaching Practices; (2) Personalized and Collaborative Learning Approaches; (3) The Evolution and Adaptation of Instructional Tools; (4) Adapting Teaching Strategies to Enhance Student Engagement; and (5) The Importance of Support Systems and Training in Navigating Educational Challenges. The study highlights the teachers’ resilience, creativity, and commitment in overcoming the multifaceted challenges of instructional delivery. An intervention plan is proposed to enhance teacher capacity, resource provision, and student learning engagement for a more adaptive and resilient education system.