This study examined the instructional barriers and coping strategies of Alternative Learning System (ALS) teachers implementing the Senior High School (SHS) Pilot Program in the Schools Division of Quirino during the School Year 2025–2026. The study aimed to describe the profile of ALS teachers, determine the extent of instructional barriers encountered in program implementation, identify the coping strategies used to address these barriers, and examine whether significant differences and relationships existed between the variables. The instructional barriers were examined in terms of curriculum and learning resources, instructional delivery, assessment and evaluation practices, learner participation and engagement, and support from stakeholders and the Department of Education.  A quantitative descriptive research design was employed. The respondents consisted of 51 ALS teachers selected through stratified random sampling from different districts in the Schools Division of Quirino. Data were gathered using a researcher-developed questionnaire validated by experts and tested for reliability. The instrument collected information on teacher profiles, barriers encountered, and strategies used to overcome these challenges. Descriptive and inferential statistics were utilized to analyze the data, including frequency, percentage, median, Mann–Whitney test, Kruskal–Wallis test, and Spearman’s rank correlation.  Findings revealed that most ALS teachers were mobile teachers with a bachelor’s degree, had 1–5 years of service, and had attended limited ALS-related training. Instructional barriers were generally perceived as slightly serious across most dimensions, although learner participation and engagement emerged as a serious concern due to absenteeism, competing responsibilities, and low learner motivation. Despite these challenges, teachers consistently applied adaptive coping strategies such as contextualizing modules, modifying learning activities, conducting home visits, and collaborating with stakeholders to support learners. No significant differences were found in the extent of barriers and coping strategies when grouped according to teachers’ profile variables.  The study concluded that ALS teachers demonstrate strong resilience and adaptability in addressing instructional challenges. However, sustained institutional support, training, and resource provision are essential to strengthen the effective implementation of the ALS SHS Pilot Program.