This study explored the experiences, struggles and triumphs, coping mechanisms, and insights of Filipino teachers working in International School in China.   The participants were coming from Beilun District, Ningbo, Zhejiang Province, China specifically in Access International Academy Ningbo. There were ten (10) teachers who participated in the study. This study made use of a phenomenological approach to extract the ideas from the participants. The participants were purposely selected as representatives from the group of Filipino teachers who are assigned to different grade levels but in the same school.  The virtual in-depth interview was employed to gather significant information with regard to their respective lived experiences.  Using the thematic analysis, the following themes emerged pertaining to their lived experiences: aiming for financial security, professional growth and development, experiencing a sense of fulfilment, benefiting from the Chinese Influences, and hurdling personal and professional challenges. There were three (3) subthemes that emerged on the challenges experienced by the participants. These are poor collegial relationships, language barriers and unmotivated learners. The coping mechanisms of Filipino teachers on the challenges they experienced were: continuous self-improvement and learning to be resilient. The educational management insights drawn from the participants were: Appreciating cultural differences, survival and adaptation and the value of self-improvement. Thus, the educational institutions where Filipino teachers may be employed may assign experienced senior teachers who can offer essential support networks for newly hired Filipino teachers. This support can be provided through various means such as training programs or mentorships, which encompass academically, culturally, and institutionally specific information.

Lived experiences; struggles; success; filipino teachers; china