This qualitative phenomenological study aimed to explore the lived experiences and coping strategies of newly hired elementary school teachers during their first year of teaching. Ten (10) teacher-respondents from both public and private schools participated in the study. Data were gathered through online interviews using a semi-structured guide composed of open-ended questions. Thematic analysis was utilized to analyze the data. Results revealed that newly hired elementary school teachers face challenges in classroom management, workload, and transition to the real classroom setting, while also developing coping strategies and professional growth. Four themes emerged from the lived experiences of the participants, highlighting challenges in transition, classroom management, learner diversity, and workload. These themes also revealed coping strategies and professional growth through support systems and adaptability. It is concluded that understanding these experiences is essential in supporting newly hired teachers and improving teaching practices. It is recommended to strengthen mentoring and induction programs and provide support in managing workloads for newly hired elementary school teachers.