This qualitative research investigates the perceptions of third-year BS Psychology students from the University of Cabuyao regarding pandemic-related learning loss. Using a phenomenological approach, semi-structured interviews were conducted with five Dean’s Listers who experienced remote learning during the COVID-19 pandemic. Thematic analysis revealed nine superordinate themes and twenty subordinate themes that described the psychological, academic, and social effects of learning disruptions. These included challenges in institutional support, emotional and financial strain, technological limitations, and diminished retention. Students also discussed various coping mechanisms such as structured routines, peer support, and emotional resilience. The study proposed the Comprehensive Learning Resilience and Enhancement Program (CLREP), an intervention based on Experiential Learning Theory and the Zone of Proximal Development, aiming to rebuild competencies and preparedness for future disruptions. This study contributes to improving educational support systems in times of crisis.