To better understand how students adjusted to the limited face-to-face learning environment during the Covid-19 pandemic, this study focused on their experiences, challenges, and motivations acquired during that time. The study employed phenomenological research and Collaizi’s seven steps of data analysis. Twenty students were purposively selected and consulted to share their learning experiences during the pandemic’s limited face-to-face classes. The findings showed that students’ main challenges with attending limited face-to-face classes were a lack of instructional time and collaboration, difficulty understanding the lessons and activities, and an adjustment period. Nevertheless, despite these challenges, they are highly motivated to keep learning in class. Thus, emerging themes were also detected, such as completing studies for the future, steadfast commitment to learning, fulfilling their life’s dreams, and appreciating education despite challenges. The findings demonstrated that students must focus on their motivation to learn in adjusting to the limited face-to-face classes. However, because there were only twenty participants in this study, those individuals’ viewpoints do not fairly reflect the student body across the country. In this regard, the researchers recommended including teachers in the later years of the pandemic researching difficulties and motivations. Primary education institutions should strengthen the limited face-to-face classes, reevaluate the curriculum, equip the staff, modernize the facilities, implement a strategic plan, and evaluate every part of the plan to maintain teaching and learning continuity in the new normal of education.