This study examined how teachers in Silay City, Negros Occidental experienced the transition from private to public schools, an area in which local evidence remains limited. Specifically, it investigated the extent of changes in school administration and policy, pay and benefits, job security, interpersonal relations, work conditions, and work assignments, as well as the challenges, opportunities, coping strategies, and implications of the transition for instructional practice and well-being. An explanatory sequential mixed-methods design was employed. In Phase I, quantitative data were collected from 102 teachers who had transitioned from private to public schools across 22 public elementary, secondary, and integrated schools. In Phase II, semistructured interviews were conducted with 15 purposively selected teachers to explain and enrich the quantitative findings. Results showed a very high overall extent of change in the transition experience (grand mean = 4.48). The highest-rated areas were pay and benefits (M = 4.61), job security (M = 4.57), interpersonal relations (M = 4.53), and school administration and policy (M = 4.47), while work assignments (M = 4.34) and work conditions (M = 4.33) remained comparatively lower, though still described as very high change. Qualitative findings revealed that teachers viewed public school employment as more secure, better compensated, and more supportive of professional growth. However, they also encountered bureaucratic demands, larger class sizes, limited resources, heavier workloads, and emotional strain during the early months of transition. To cope with these demands, teachers relied on time management, peer mentoring, emotional support, and continuous professional development. The study concludes that a Transition Support Plan featuring structured onboarding, mentorship, resource provision, workload management, and psychosocial support is necessary to promote teacher well-being and sustain successful transition outcomes in public schools.