Integration of numeracy in lessons is often the plight of English teachers, for most perceive it as contrary to language teaching, more so because the Department of Education has required to include it in all subject areas. This study explored English teachers’ challenges and opportunities in integrating numeracy into their lessons, focusing on their professional and personal experiences at Tampakan National High School in South Cotabato. Using interviews and thematic analysis within a transcendental phenomenological design, the research identified fourteen emerging themes highlighting teachers’ struggles and determination to overcome obstacles. These findings emphasize the need for targeted interventions and support to enhance teachers’ ability to integrate numeracy effectively into language instruction. By understanding teachers’ experiences, educational agencies can foster collaborative cultures and professional development frameworks that promote engaging and interdisciplinary teaching strategies, ultimately equipping students with essential life skills.

Keywords: English Teachers, Integration of Numeracy, Lifeworld, Phenomenology, Language Teaching.

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