This study examined the impact of social media on the learning behaviors of Grade 5 learners in the public elementary schools of Bauang North District, La Union, Philippines. Employing a quantitative descriptive-correlational and predictive research design, the study surveyed 82 Grade 5 learners using two researcher-developed instruments: the Social Media Use Scale and the Learning Behaviors Scale, both demonstrating acceptable internal consistency (Cronbach's α = 0.89 and 0.87, respectively). Results revealed that learners exhibited a high extent of social media use (M = 3.52, SD = 0.69), particularly in frequency of use, duration of use, and type of platform used, while purpose of use was moderate. Learning behaviors were moderate overall (M = 3.22, SD = 0.65), with participation in learning activities scoring highest and time management scoring lowest. Pearson correlation analysis revealed significant negative relationships between social media use and learning behaviors (r = -0.44, p < .01), with attention and concentration showing the strongest negative correlation (r = -0.47, p < .01). Multiple regression analysis identified duration of use as the strongest predictor of learning behaviors (β = -0.29, p < .001), followed by frequency of use (β = -0.22, p = .003) and type of platform used (β = -0.18, p = .021), collectively explaining 22% of the variance in learning behaviors. Purpose of use did not significantly predict learning behaviors. These findings underscore the critical role of social media duration in shaping learning behaviors, supporting displacement theory and self-regulated learning theory. The study recommends limiting social media duration, establishing clear screen time rules, teaching self-regulation strategies, and promoting active parental mediation to protect young learners' academic development.