This study investigated the teaching challenges of non-specialist teachers handling Home Economics in secondary schools in Laoang, Northern Samar. Specifically, it examined the demographic profile of non-specialist teachers in terms of age, gender, educational attainment, field of specialization, and years of teaching experience; the challenges encountered in teaching Home Economics with respect to pedagogical content knowledge, use of specialized equipment, confidence and professional identity, and professional development needs; and (the relationship between demographic profiles and teaching challenges. Data were gathered from 20 respondents using descriptive statistics and pearson r analysis. Results revealed that most teachers were in mid-age groups, predominantly female, and held bachelor’s degrees, but half specialized outside Home Economics. Findings showed that teachers faced significant challenges in content mastery, handling specialized equipment, and maintaining confidence and professional identity. Professional development needs were consistently high, reflecting teachers’ recognition of their limitations and desire for training. Chi-square tests indicated no significant relationship between demographic variables such as age, gender, educational attainment, and years of teaching experience with the challenges encountered. However, field of specialization showed near-significant results, suggesting that specialization may influence difficulties in content mastery, equipment use, and confidence. The study concludes that the challenges faced by non-specialist teachers are systemic rather than personal, rooted in the mismatch between specialization and subject assignment. Addressing these issues requires systemic reforms in staffing policies, provision of adequate resources, and targeted professional development programs. By strengthening teacher competence and confidence, Home Economics can fulfill its vital role in equipping students with essential life skills and supporting community development.