Designing lessons that will allow learning outcomes to be addressed consistent with the amount of time the students need, identifying all teaching and learning activities, and assessing the students’ learning is the highest consideration in planning classroom instruction. This study explored teachers’ lived experiences in the implementation of outcomes-based education in Gov. Alfonso D. Tan College and Northwestern Mindanao State College of Science and Technology. This qualitative study used Moustakas phenomenological research design. The participants were twenty (20) teachers selected through purposive sampling. The interviews were personally conducted and were digitally recorded to capture the necessary information and provide an accurate and detailed interview. The NVivo software was used to identify the codes/themes derived from teachers’ lived experiences. Findings revealed four themes: (1) Preparing instructional materials to ensure alignment of curriculum, (2) Designing appropriate learning activities to realize the learning outcomes, (3) Using assessment tools to evaluate the outcomes, and (4) Insights on the OBE implementation. Comprehensive planning of OBE instruction is challenging yet plays an important role in producing quality graduates. Middle-level managers will provide an avenue for teachers to enhance teachers’ pedagogy. They will continue to conduct seminars and training pieces or even send teachers to attend seminars, pieces of training, or any academic gathering to enhance and improve OBE pedagogy.