This study aimed to explore the lived experiences of Junior High School science teachers in implementing the Spiral Progression Approach (SPA). A transcendental phenomenological design was used, focusing on three private schools in Butuan City. Semi-structured interviews were conducted with nine science teachers to examine their experiences. Teachers shared experiences, highlighting how SPA reinforces mastery of concepts, promotes continuity in learning, and encourages student engagement through interdisciplinary connections. They observed that SPA allows students to revisit topics at increasing levels of complexity, improving knowledge retention and comprehension. Teachers valued the opportunities for collaboration and the integration of digital tools to enhance instruction. Teachers also encountered limited access to technology, unstable internet connectivity, and inadequate training in digital tools. They struggled with managing diverse student learning paces, adapting instructional strategies, and teaching subjects outside their expertise. Content-related challenges involved difficulties in delivering complex scientific concepts due to specialization mismatches. To cope with these challenges, teachers employed strategies such as collaborative learning, offline resource preparation, mentoring programs, and inquiry-based teaching. Based on the result, an intervention program was developed, focusing on targeted professional development, technology integration training, and contextualized instructional support to strengthen SPA implementation. Enhancing these areas can optimize the approach’s effectiveness and improve science education outcomes.