This study determines the challenges and adaptation strategies of Grade 7 Mathematics teachers in implementing the MATATAG Curriculum in Sariaya East District, using a descriptive survey research design and self-structured questionnaire to survey 14 math teacher-respondents. While respondents did not report difficulties, specific challenges emerged in learning delivery, such as time constraints, content overload, limited training, and unfamiliarity with new competencies. In classroom assessment, difficulties included aligning assessments with standards, implementing performance-based tasks, and managing formative and summative evaluations. Curriculum support encountered challenges, especially limited funding and access to technology, which also affected curriculum support. However, teachers showed adaptability through collaborative strategies, adjusted pacing, digital tools, and the use of rubrics and diverse assessment techniques. They also sought additional resources, collaborated with peers, and advocated for administrative support. Therefore, to address these findings, a targeted webinar-based intervention is proposed. The program aims to equip teachers with strategies for competency-based instruction, digital integration, effective assessment, and time management. It will include collaborative workshops to foster peer learning and long-term professional growth to strengthen the implementation of the MATATAG Curriculum.