Teachers bear the brunt of this burden more than any other stakeholder when it comes to flexible learning. During the COVID19 Pandemic, this study delves into the personal experiences of faculty members working in higher education who were involved in flexible learning. This study utilized the qualitative component of the study, and its primary focus was on determining the lived experiences of the teachers in regards to the implementation of flexible learning. For the purpose of accomplishing this, descriptive phenomenology was utilized. This research was carried out throughout all eight campuses that make up Cagayan State University (CSU). The actual experiences of the faculty who took part in the survey revealed three primary themes with regards to the implementation of flexible learning. The first subject discusses the benefits of having flexible learning options, while the second theme delves into the difficulties associated with having those options. The final topic focuses on the decisions they made as a result of the difficulties they encountered. The unanticipated change to flexible learning that the faculty members were had to make as a consequence of the pandemic led in a wide range of conflicting emotions and narratives that were expressed through their lived experiences with flexible learning

lived-experiences, flexible learning, higher education, COVID19 pandemic,