The study aims to determine the effect of the teachers profile and readiness to the process skills of learners with special needs in selected public elementary schools in Calauan Sub-Office. The study utilized the descriptive method of research. It was used to test and evaluate the hypothesis. The population of the study are the selected teachers from selected elementary schools in Calauan Sub-Office with diagnosed students with special needs. And those students with special needs that are mainstreamed in normal classes. Based on the responses, the Assessment, Curriculum Modification and Program Option of the teachers readiness was observed to have any significant effect to the learners process skills as to classifying, measuring and inferring. Contrast to the Assessment, Curriculum Modification and Program Option of the teachers readiness was observed to have no significant effect to the learners process skills as to predicting. Therefore, we can infer that at 0.05 level of significance, there is a “significant effect” on teachers readiness to the learners process skills. Except for the Assessment, Curriculum Modification and Program Option to Predicting and Inferring to Program Option. It is recommended that teachers to give focus on developing higher cognitive level among students, especially to those who are diagnosed with special needs. Developing their process skills, especially predicting, and inferring skills will lead to excitement of discovering new ideas and knowledge which are crucial in reasoning and decision-making. This will also give teachers high-quality assessment information to act upon.