This research explored the lived experiences of teachers in facilitating play – based learning in the kindergarten classrooms, concentrating on the difficulties experienced, coping mechanisms utilized and insights gained. Employing qualitative research design, data gathered from ten public school teachers in Talaingod District who were selected utilizing purposive sampling: five participants for the in – depth interview, while another five for the focus group discussion. The data gathered were thematically analyzed. Findings found that teachers experienced challenges on parental pressure, difficulty on communicating instructions due to language barrier, struggling managing an active classroom and insufficient training in facilitation of play. In spite of these challenges, teachers illustrated resilience through utilizing coping mechanism, such as, sustaining positive and adaptive teaching strategy, translating and modeling instructions, utilizing play to enhance children’s focus and engagement and seeking guidance from the colleagues and utilizing online resources. Teachers gained valuable insights in facilitating play - based learning such as, recognizing holistic development through facilitated play, shifting a student – centered teaching philosophy, redefining the value of play as a learning medium and developing facilitative competence through play - based learning. The result of this research is relevant to the public-school teachers, kindergarten learners, school administrators, DepEd officials and other researchers, as they provide thorough understanding of the experiences of the teachers in facilitating play – based learning in the kindergarten classrooms. The findings conclude that despite the challenges, adaptive practices of the teachers, ensure the successful facilitation of play – based learning promotes engaging and appropriate learning context.