The social hazards brought by the pandemic have placed art and other learning areas in a precarious situation. Teachers and other stakeholders are pressed to balance efficiency and flexibility in the implementation of the curriculum in this new environment. In this light, this study aims to present the Filipino art teachers’ experiences in online instruction, the problems they encountered, and their practices in addressing their difficulties. This descriptive study utilized a survey and focus group discussion (FGD) of public and private school art teachers as the main data gathering tools. The answers to the open-ended questions and FGD utterances were coded using software and subjected to thematic analysis. The information gleaned from the analysis revealed that the key challenges in online art instruction centered on engaging the participation of students and parents or learning partners, availability of technology and art instructional materials, monitoring and evaluating student progress and authenticity of output, and integration of the four major art disciplines in lessons. Moreover, while there are no drastic changes in the teaching and evaluation strategies employed by teachers, the transfer to a virtual platform is a deterring aspect in the delivery of instruction due to restrictions in time, space, and other resources. To address this situation, teachers’ initiatives and school programs were reinforced to assist stakeholders in online instruction. These efforts focus on the development of teacher-made materials for both students and parents, provision of professional development activities (for all stakeholders) and additional resources, and strengthening of home-school partnerships. Furthermore, teachers remain positive and see this new platform as an opportunity to improve art instruction procedures despite the hindrances to online teaching and learning.