The teaching of pronunciation is one integral component in English instruction. This phenomenological inquiry, anchored on Blumer’s theory of Symbolic Interactionism, explored the elementary teachers’ lived experiences on the teaching of English pronunciation. Results of the interview and focus group discussion showed that the pupils have difficulty in pronouncing the words, poor attention and retention span, lack of interest and participation of children and negative behavior in the discussion, and teaching is a challenging experience. Further, strategies used in teaching pronunciation are Listen and Imitate Strategy, Dolch Sight Words Presentation, Claveria Method, among others. Based on the findings, it is recommended that teachers use varied materials in teaching to make it engaging. They should also be adequately equipped with necessary trainings in teaching English pronunciation to be able to use different strategies. Strategies in the classroom must be specific and relevant to the learners.