This study was aimed to understand the lived experiences of teachers about the executive challenges of life skills education in secondary school. This qualitative research was performed using phenomenological method. Data collection tools was semi-structured interviews. For this purpose, using the criterion-based method and chain based sampling, 13 interviews with teachers who were familiar with the skills education were conducted. Thematic analysis method was used to analyze the data. To validate the research, Lincoln and Guba's evaluative criteria were used. The analysis of the interviews indicates 4 comprehensive themes (social challenges, economic challenges, content challenges, method challenges),17 organizing themes and 43 themes basic. The results showed that items such as non-involvement of students, non-involvement of parents, unfamiliarity with the life skills, resistance of stakeholders, ideological view, lack of attention to the needs of adolescents, lack of appropriate resources, irrelevant content, overemphasis on knowledge, chaotic content structure, double financial burden on the education system, lack of financial involvement of stakeholders, No budget allocation, lack of familiarity of teachers in teacher training with topics related to life skills, multiple academic pressure on students, inappropriate assessment and inappropriate teaching tools play a major role in the ineffective implementation of life skills training. Manuscript profile