The primary goal of this study is to describe the quality of life of seasoned teachers in Bulacan State University A.Y. 2021-2022 in the midst of the COVID-19 pandemic in the Philippines. This study sought to determine the successes and challenges encountered by the select teachers in implementing the distance learning approach. This phenomenological study allowed to shed light on the quality of seasoned tertiary teachers engaged in distance learning approach. Most of the seasoned teachers were still reluctant to integrate technology despite the new setup in education. It was evident that these teachers immediately seek help from whoever is willing and available. Learning action cells (LAC) sessions also became a very huge contributing factor as these conferences enabled them to realize the hopeful prospect of the new normal way. Majority of the problems to achieve a seamless transition was internet connectivity. In addition, continuity of the delivery became a great and staggering factor for these teachers. Life satisfaction, self-esteem, general health, functional status, and social-economic status were the domains used to measure the quality of life of seasoned teachers engaged in distance learning approach. The engagement of seasoned teachers to distance learning approach increased the quality of life of all the informants. The seasoned teachers' preparation for distance learning approach was very essential for a better working life. Most teachers are significantly challenged by a shortage of resources, student handling, and submission and workloads that contribute to stress and burnout. The advent of the digital age hampered the majority of seasoned teachers. Seasoned teachers cope by using appropriate communication and understanding in their classroom's circumstances. They should use their existing skills and knowledge collaboratively through mentoring and in-school teams. Depending on the size of the staff, a buddy system could be beneficial in developing skills. Based on findings of the study, the researcher humbly offers the following recommendations: (1) The university should need to conduct more relevant in-service training and seminars until the seasoned teachers fully adapt to the changes; (2) The university could have ready-made materials to lessen teacher assignments and to be able to have a uniform flow of lesson continuity; (3) The study's findings may provide an empirical basis to challenge workers to be more proactive and disciplined and develop life skills that can promote sustainable livelihoods and quality of life in retirement; (4) The university should have to provide educational assistance and funding. It is not only for private schools, but also for public schools that lack resources for teachers and students, such as schools with limited internet access or data, and schools that lack modules, technologies, and gadgets in this new learning management system; (5) The university should need to recalibrate the curriculum for them to be able to focus on the essential course outcomes. The faculty can use this strategy to revise the activities/course work/tasks/experiences that can be delivered through blended learning; and (6) The application of the means of responding necessitates the collaborative participation of all university stakeholders.