| Summary: | Teaching beyond the limits of teacher specialization is not only challenging but also disorienting. It measures not only the teacher’s ability to adjust but also his/her patience. This qualitative – descriptive phenomenological study explored the experiences of non-special needs lecturers who were assigned to teach tertiary deaf and mute students. Using Focus Group Discussion (FGD) among two groups of teachers, the researcher found in the data analysis four essential themes such as capitalization of teaching, disorientation, acquisition of new knowledge and patience. In capitalization of teaching, non-special needs teachers taught deaf and mute because they had no choice; in disorientation, teachers at first didn’t know what to do because they were not familiar with sign languages and had never taught deaf and mute students; in acquisition of new knowledge, non-special needs teachers were happy when they observed their students to be active, cooperative and showed knowledge and understanding; lastly, in patience, non-special needs felt that their patience were tested. Each theme was discussed and conclusions were provided.
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