This qualitative narrative study explored the lived experiences of six undergraduate students enrolled in physics courses within the Bachelor of Secondary Education program at Davao de Oro State College. The research examined students' personal experiences with difficulties in learning physics, how these difficulties influenced their engagement and learning approaches, and the strategies they used to address their challenges. Data were collected through semi-structured interviews and analyzed using narrative reconstruction and cross-narrative thematic analysis. Findings revealed that students struggled primarily with formulas, computations, problem-solving, and abstract topics such as Thermodynamics and Modern Physics. Teacher-centered instruction and limited prior exposure intensified these difficulties, while emotional struggles including frustration, anxiety, and low confidence accompanied cognitive challenges. Students responded by developing self-directed learning strategies, utilizing technology-supported resources, and managing stress through rest, prayer, and social support. The study concludes that learning difficulties in physics are cognitive, emotional, and social, affected by prior knowledge, instructional pedagogy, and institutional context. Recommendations include contextualized and hands-on teaching approaches, strengthened peer collaboration, and institutional support systems to address both cognitive and emotional dimensions of physics learning.