The chapter critically examines how learners and early career researchers perceive and engage with existential humanities within the English language and literature classrooms in India. Further, it uncovers the challenges and opportunities that they encounter while navigating these disciplines. Their responses and reflections offer invaluable insights into the transformatory potential of existential humanities. Accordingly, this chapter also examines pedagogical approaches towards effectively infusing existential philosophical underpinnings within the English classroom in India. It acknowledges the importance of creating a supportive environment that encourages open dialogue, critical inquiry, and the exploration of existential themes in academic discourse.