This study explores the experiences of key players in implementing the Alternative Leaming System (ALS) Program in Tagaytay City District amidst the challenges posed by the pandemic. The research identifies a significant gap in understanding how ALS stakeholders adapt to new learning modalities and cope with the transition to distance education. This study aims to provide insights into the strategies employed by ALS learners, parents, implementers, and local officials to sustain educational engagement during this period. Utilizing a qualitative descriptive multiple case study design, the researcher gathered data through various methods, including virtual and face-to-face interviews, focus group discussions, classroom observations, and documentary reviews. This comprehensive approach gave a rich understanding of the participants' experiences and perspectives. The findings reveal that effective time management, resourcefulness, and a positive attitude are crucial for ALS key players to navigate the transition. Support from local government units, families, and communities emerged as vital anchors. However, challenges such as difficulties in independent learning and the need for contextualized learning materials were also identified. Based on these results, it is recommended that the Department of Education prioritize the contextualization of modular print aligned with the K-12 ALS curriculum to suit learners' needs better. Additionally, exploring alternative learning modalities, such as online synchronous classes, enhances accessibility. Establishing community learning centers in each barangay is also recommended to support the educational needs of out-of-school youth and adults, ensuring a more inclusive learning environment.