The aim of this study is to uncover the complexities surrounding out-of-field teaching. Out-of-field teaching involves teachers teaching outside their eligibility field, which may be a particular discipline or stage or year level. Quality education is impacted by the availability of different tools to facilitate effective pedagogies. Hattie (2009) argues that educators remain the primary and most influential educational resource. Previous research in this area centered on the occurrence and effect of out-of-field teaching as a "whole" on school administration and professional growth but ignored the perspectives of those engaged in out-of-field teaching activities. The goal of the study is to resolve the need for an understanding of outside-of-field experience. The research question focuses on what happens when teachers are assigned to out-of-field roles, what are the triumphs and issues of learning faced by the teachers and what coping strategies they practice. The study examines the interrelationships between experiences and out-of-field teaching and what it means for teacher structures, leadership methods, management of classroom and actions, awareness of pedagogical material and the broader culture of schools. The study highlights myths and misunderstandings, while new data has emerged to highlight policy and decision-making discrepancies in out-of-field teaching activities. The findings contend that non-educational graduate teachers frequently experience negative feelings such as lack of trust, stress, anxiety, dissatisfaction, and feelings of guilt because of a lack of content awareness and the
required strategies and techniques to teach students about the subject assigned to be unqualified in their assigned field.