Life skills education in elementary school plays a fundamental role in the holistic development of students, yet teachers face numerous challenges in the effective implementation of these programs. The World Health Organization (WHO) has identified ten essential life skills, including self-awareness, empathy, problem-solving, critical thinking, and emotion management, for developing children's psychosocial competencies. This study aims to identify and deeply analyze the challenges faced by primary school teachers in life skills education and to examine the relationship between these challenges and teachers' self-efficacy. The present research was conducted using a mixed-methods (qualitative-quantitative) approach, employing a phenomenological method. The study's population consisted of primary school teachers in the city of Tabriz, from which 384 teachers were selected through stratified random sampling. Data collection instruments included semi-structured interviews, an educational challenges questionnaire, and a self-efficacy questionnaire. Data were analyzed using thematic analysis and descriptive-inferential statistics in SPSS software. The results indicated that time constraints (mean = 4.18), lack of specialized training (mean = 4.12), and curriculum pressure (mean = 4.10) were the most significant challenges for teachers. Teachers' self-efficacy was highest in teaching communication skills (mean = 3.64) and empathy (mean = 3.59) compared to other skills. Regression analysis showed that educational challenges predicted 57.3% of the variance in the quality of life skills education (R² = 0.573, F = 72.41, p < 0.001). Organizational and structural challenges are considered the most significant barriers to effective life skills education. Developing in-service training programs, revising the curriculum, and strengthening organizational support are essential strategies for improving the current situation.