Inclusive language is about communicating without bias, stereotypes, or exclusion, and with respect for diverse identities (e.g., gender, race, age, ability, religion, socioeconomic status). By incorporating language that acknowledges and celebrates the diverse backgrounds of the student body, educators can foster greater cultural awareness and help students build a more inclusive and global perspective. This research investigated English teachers' views and practices related to the use of inclusive language within their classrooms. This qualitative phenomenological research explored the lived experiences of English teachers of Balibago Integrated High School, Labas Senior High School and Pulong Sta. Cruz National High School in the Division of Sta. Rosa Laguna. Data were gathered through observation using checklist and interview with purposively selected 10 participants and analyzed using Colaizzi seven-step method. The findings of this study revealed 6 superordinate themes and 25 subordinate themes concerning teachers’ awareness of inclusive language, the challenges they faced and the strategies they employed in its implementation. The results underscore the teachers' dedication to fostering respect, equity, and representation through their language selections while also pinpointing obstacles such as limited resources, time limitations, and the necessity for continuous professional development. This research contributes to a deeper understanding of how English teachers in specific locale “walk in the shoes” of their diverse learner by embracing and enacting inclusive practices, offering valuable insights for teacher education and curriculum development.