This phenomenological study explored the lived experiences of six college students enrolled in physics laboratory courses at Davao de Oro State College. The research examined students' difficulties in laboratory learning, how these challenges influenced their engagement and performance, and the strategies they perceived as helpful in overcoming obstacles. Data were collected through semi-structured interviews and analyzed using Moustakas' transcendental phenomenological approach. Findings revealed that students faced constrained hands-on experiences due to limited equipment and reliance on simulations, procedural uncertainty stemming from unclear instructions and fear of errors, and emotional tension characterized by frustration, anxiety, and occasional disengagement. Despite these challenges, students demonstrated adaptation and growth through iterative practice, peer collaboration, instructor support, and self-regulation. Seven emergent themes captured the essence of students' lived experiences: constrained hands-on experience, procedural uncertainty and technical hesitation, emotional tension between discouragement and productive challenge, engagement as disrupted or strengthened by difficulty, performance as developing competence under constraint, coping through collaboration and self-regulation, and student-centered laboratory support as a pathway to confidence and engagement. The study concludes that laboratory learning difficulties are multidimensional, involving interdependent cognitive, emotional, and contextual factors. Recommendations include enhanced pre-laboratory orientations, structured scaffolding, peer collaboration opportunities, and improved laboratory resources to foster meaningful experiential learning.