Values education is a process, which begins at home and continues in society and in formal education institutions. The aim of this research was to describe the content and pedagogical discourse, skills and the challenges in teaching Values Education subjects in using the cognitive approach. This research was qualitative in nature. This qualitative study explores the challenges,opportunities and coping mechanisms of Values Education teachers at the Bulacan. Using a phenomenological approach, fifteen student teachers in values education were interviewed to understand their experiences in teaching preparation, classroom instruction, instructional materials, and community involvement. The study identifies critical challenges and opportunities teaching, values education subjects including challenges in meeting diverse learning needs of every student as well as with the emerging impact of which in the community. Continuous emergence of artificial intelligence, educational technology are vital aspects in focusing on diverse teaching methods applied by the student teachers in the values education subject. Collaboration among stakeholders and a holistic approach to addressing challenges are essential for improving educational outcomes equipped with values integration and application. In the study's findings, several recommendations are proposed to enhance the educational landscape. By implementing these recommendations, educational institutions can proactively address the challenges faced by values education student teachers and pave the way for holistic educational reform.