This study explored the lived experiences of Science Club advisers in selected public elementary schools in the Schools Division of Cadiz City during the 2025–2026 academic year. The study employed a qualitative phenomenological research design to examine how advisers manage and sustain science club operations in resource-constrained school environments. Purposive sampling was used to select ten (10) Science Club advisers who had at least three years of experience managing active science clubs in public elementary schools. Data were collected through semi-structured in-depth interviews and were analyzed using thematic analysis following Creswell’s qualitative data analysis procedures. The findings revealed three key themes. The first theme, Current Operational Practices of Science Club Advisers, which include program planning, administrative coordination, student engagement, and balancing instructional and co-curricular responsibilities. The second theme, Challenges Encountered by Science Club Advisers, such as limited funding, inadequate facilities, heavy workload, and insufficient stakeholder support. The third theme, Opportunities for Science Club Advisers, highlighting adviser resourcefulness, community partnerships, and student leadership development as mechanisms for sustaining club activities. Theoretically, the study contributes to the literature on teacher leadership and co-curricular program management, emphasizing the role of adviser agency and resourcefulness in sustaining science-related student organizations in resource-limited contexts. Practically, the findings underscore the need for stronger institutional support, dedicated funding, professional development programs, and enhanced stakeholder collaboration to strengthen science club operations in public elementary schools. These insights may guide school leaders, policy makers, and educators in designing sustainable strategies for improving co-curricular science engagement among elementary learners.