Most higher education institutions in the Philippines shifted to online distance learning because of the COVID-19 pandemic. The global health crisis has impacted varioius sectors, including the education sector. However, that is not the hindrance to stopping achieving our goals; online distance learning is a go-to method of pursuing education for teachers and learners. This paper aims to measure teacher's asynchronous engagement during online distance learning. Specifically, it seeks to profile teachers' asynchronous engagement in a learning management system, the utilization of resources and activities, and the engagement challenges they encounter in learning practices. Profiling and utilization levels were measured using the LMS logs for the second semester school year 2020-2021 of a private university in the Philippines. Challenges were determined using a focus group discussion among selected senior high school and tertiary teachers. The study reveals that the average number of visits per virtual classroom per visit 621, and the longest time spent per college in a virtual class is 37 hours. "File" LMS resource is the most utilized, and "assignment" is the most utilized LMS activity. Further, technology unfamiliarity, pedagogical, disengagement, and preparation are the top challenges experienced by the teachers respondents. It is concluded that the degrees of asynchronous engagement among the teachers is varied. Teachers are challenged but able to cope with the engagement challenges through upskilling. It is recommended that upskilling activities, workshops, and training must emphasize assessment and feedback management.