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ABSTRACT This study looked into the lived experience of English teachers and intermediate learners from selected public and private schools in the Second District of Laguna as to the utilization of differentiated instruction in their online classes. The study explored the experiences, challenges, and coping strategies of selected ten English teachers and ten selected intermediate learners. As an output of the study, an activity guide entitled Differentiated Instruction (DI) Menu with lists of activities that will guide teachers in utilizing differentiated instruction and address the diversity of students in English class was proposed. The research design used was qualitative with phenomenology as an approach. Using the Interpretative Phenomenological Analysis, the study generated six superordinate themes namely, Technology Aided Strategies, Reactions to Differentiated Tasks, Motivation and Follow-Up Praises, Conventional and Online Activities, Problems Faced in Conducting Differentiated Tasks, and Various Coping Strategies. Students are really diverse in nature which is why teachers accommodate this diversity by means of differentiated instruction. The utilization of differentiated instruction in an online class gains positive responses from the teachers and students, so teachers use this strategy continuously. However, they encounter challenges in the utilization that may affect the quality of education but apply various strategies to cope with these. They continuously seek improvement to make their skills better. Lastly, they use their experiences as a guide in dealing with life and challenges which help them to be flexible and capable enough to adapt to any situation and succeed in their paths.