The present study investigated the challenges, coping mechanisms, and opportunities faced by the Grade 4 teachers in the implementation of the MATATAG Curriculum in Katipunan II District, Division of Zamboanga del Norte from school year 2025–2026. A descriptive–correlational research design was employed in the study, wherein data were gathered through a validated researcher-developed questionnaire administered to 22 teachers using the total enumeration method. Frequency, percentage, mean, standard deviation, t-test, ANOVA, and Pearson correlation were some of the statistical tools used in the study. Results revealed that Grade 4 teachers faced challenges of moderate degree, especially in terms of workload and policy understanding; however, challenges on resource, assessment, and teaching aspects were of moderate intensity. Nevertheless, Grade 4 teachers had a high degree of coping through mechanisms such as collaboration, personal and professional development, and technological tools integration. Also, there was a high opportunity seen among the Grade 4 teachers, especially regarding instruction improvement, ICT integration, and professional growth. There was no significant difference observed in the issues, coping mechanisms, and opportunities based on demographic variables. Significant associations were observed between the issues and coping mechanisms and also between the issues and opportunities. The study indicates that teachers have resilience and flexibility, changing issues into opportunities for growth.

Keywords: MATATAG Curriculum, teacher challenges, coping mechanisms, opportunities, curriculum implementation