Abstract. This study examined the challenges and coping mechanisms of Filipino non-education graduates teaching English in Laos PDR, Thailand, Singapore, and Malaysia, serving as the foundation for the proposed International Language Exchange Program (ILEP). Using a qualitative research design with a descriptive phenomenological approach, the study analyzed data through Braun and Clarke’s (2016) six-step thematic analysis. Eight participants, currently employed in private and international schools across these countries, were selected. Semi-structured interviews, validated by three research experts, were conducted online due to geographical constraints. Findings revealed that common challenges faced by these teachers included limited access to educational resources, lack of institutional support from the Philippine Embassy, and cultural and linguistic barriers stemming from students’ diverse accents and varying English proficiency levels. A critical issue identified was their status as “unqualified” due to the absence of a formal Teacher Education degree, making it challenging to employ effective instructional strategies. The study identified key themes: (1) Challenges of Overseas Filipino Teachers; (2) Philippine Embassy Support Initiatives; (3) Coping Mechanisms of Filipino Non-Education Graduates Teaching English; and (4) Insights Gained from Teaching Experiences Abroad. In response to these findings, the International Language Exchange Program (ILEP) was conceptualized to provide professional development, pedagogical training, and institutional support for Filipino educators in ASEAN countries. This research contributes to the discourse on transnational education and migration by shedding light on the lived experiences of Filipino teachers abroad and offering policy recommendations for improving their professional integration and support systems.

Keywords: English teaching; Cultural and language barriers; Overseas Filipino teachers.