This research examined how vertical and horizontal articulation were implemented in the instruction of Social Studies to promote curriculum coherence and learning outcomes among students. It was also intended to determine efficient strategies that ensured seamless grade transition, and in the same grade, responding to fragmented learning experiences. It further attempted to investigate challenges encountered by secondary Social Studies teachers in the Infanta District in terms of vertical and horizontal articulation. The participants consisted of ten junior high social studies teachers from grades 7 to 10 in the Infanta District who were selected for this qualitative multiple-case study using purposive sampling. Summative content analysis was used to identify key themes and patterns in their articulation practices. The results indicated that vertical articulation ensured subject continuity across grades, while horizontal articulation improved interdisciplinary consistency within the same grade level. Teachers implemented scaffolded lesson preparation, flexible teaching methods, and varied assessment procedures to address knowledge gaps and strengthen mastery. These practices were reinforced by integrating Bruner's Spiral Curriculum and Tyler's Curriculum Development models to ensure better curriculum alignment and student engagement. The research found that effective articulation was essential in developing an integrated and coherent learning experience in Social Studies learning. When it was implemented systematically, articulation eliminated instructional fragmentation, enhanced knowledge retention, and facilitated prolonged academic development. Theoretical explanations directed practical applications, emphasizing the significance of teacher collaboration and ongoing professional development. Recommendations involved enhancing curriculum mapping, reflective teaching, and systematic training programs for effective articulation practices to prepare students for future academic challenges.