The Spiral Progression Approach (SPA) serves as a foundational framework of the Philippine K to 12 Science Curriculum, requiring learners to revisit scientific concepts with increasing complexity across grade levels. Despite its intended benefits, science teachers continue to encounter implementation challenges that influence curriculum delivery and learner outcomes. This study explored the lived experiences of Junior High School science teachers in implementing the Spiral Progression Approach. Specifically, it examined the pedagogical practices employed to facilitate continuity of learning, identified issues and challenges encountered in implementation, and developed a framework grounded in teachers’ experiences. Using a descriptive qualitative research design, the study involved fifteen Junior High School science teachers from the District of Taal, Batangas during School Year 2025–2026. Data were gathered through semi-structured interviews, focus group discussions, and document analysis and were analyzed using thematic analysis. Findings revealed four major themes: Deepening Conceptual Understanding Over Time, Facilitating Learning Through Inquiry and Engagement, Adapting Instruction to Diverse Learners, and Navigating Implementation Challenges. Teachers employed scaffolding, contextualization, differentiated instruction, inquiry-based learning, and reflective assessment to sustain conceptual continuity. However, curriculum congestion, specialization mismatch, inadequate resources, limited laboratory facilities, and varying learner readiness remained persistent challenges. The study proposes a Spiral Progression Enhancement Framework emphasizing recursive conceptual learning, instructional adaptation, contextual integration, inquiry-based instruction, reflective assessment, and institutional support. Findings highlight the importance of coherent pedagogical practices and sustained support mechanisms in ensuring effective implementation of the Spiral Progression Approach.