This study examined the instructional competencies of Technical-Vocational-Livelihood (TVL) teachers in the Food and Beverage Services (FBS) strand within the Catbalogan City Division to inform the development of a targeted extension program. Employing a descriptive-correlational research design, data were collected from 14 teachers, 204 students, and 4 school administrators across three public secondary schools using validated surveys, supervisor observation checklists, and student feedback instruments. Instructional competencies were assessed across five domains: adaptability, technological competence, subject mastery, instructional delivery, and operational guidance. Statistical analyses—including descriptive statistics, Kendalls Tau, and Cramers V—were used to determine competency levels and examine relationships with contributing factors such as specialization, training attended, teaching experience, and resource availability. Findings revealed that while most teachers rated themselves as “developing” across all domains, students and supervisors provided notably higher evaluations. Significant correlations emerged between specialization and resource availability with adaptability and innovation, and between teaching experience and subject mastery. In contrast, technological competence showed no significant relationship with any contributing factor, indicating a persistent gap in effective technology integration. These findings highlight a disconnect between teacher self-perceptions and external evaluations, emphasizing the need for reflective teaching practices, targeted professional development, and institutional support. In response, a proposed extension program focuses on technological upskilling, industry immersion, and enhanced resource accessibility—aiming to close instructional gaps and align teaching practices with industry standards to improve student outcomes in technical-vocational education. upskilling, industry immersion, and enhanced resource accessibility—aiming to close instructional gaps and align teaching practices with industry standards to improve student outcomes in technical-vocational education. access to resources, aiming to bridge instructional gaps and enhance student outcomes in TVL education.