This study focused on benchmarking School-Based Management practices in Laguna Division during the School Year 2017-2018. The researcher used the questionnaire as the main data-gathering instrument. Frequency counts, percentages, and weighted mean were used for descriptive analysis, and a t-test for independent samples was used to find the difference among the perceptions of the school heads, teachers, and stakeholders on the School-Based Management. The majority of the school heads are middle-aged, married females with doctoral degrees, have an adequate number of years of experience as school heads, have school-based management training, and are members of local professional organizations. The school heads, teachers, and stakeholders have comparable insights as to how the school heads have effectively observed and implemented various practices in different aspects of the school-based management system. Despite the very high rating provided by stakeholders, they still consistently have the lowest level of evaluation towards the school heads performance, which might mean a need for further transparency of schemes and encouragement of active participation of every member of the school community towards the improvement of the institution. The researcher recommended that School heads must undergo comprehensive school-based management training so as to enable them to efficiently utilize their administrative skills in operating and enhancing the entire school system. They must be encouraged to pursue and finish their post-graduate courses for them to attain supplementary learning necessary to manage their respective educational institutions.  They must inspire and communicate with their subordinates, faculty, staff, students, parents, and other members of the school community to actively participate and commit themselves to various programs designed to effectively implement the policies, consequently improving schools performances.