This study determined the implementation of sustainable technology practices in teaching Technology and Livelihood Education (TLE) in selected public secondary schools in the Division of Camarines Norte. Specifically, it examined the extent of sustainable technology practices implemented across the four TLE components—Agriculture, Home Economics, Information and Communication Technology (ICT), and Industrial Arts; determined the developmental support available in terms of professional development and learning resources; identified the challenges encountered by teachers; examined the relationships between sustainable technology practices, developmental support, and challenges; and proposed an intervention program. The study employed a quantitative descriptive-correlational research design involving 79 TLE teachers selected through total enumeration from six mega public secondary schools. Data were collected using an adopted survey questionnaire and analyzed using weighted mean and Spearman's Rank Correlation. Findings revealed that sustainable technology practices were generally sometimes practiced, with ICT obtaining the highest level of implementation, followed by Home Economics, Industrial Arts, and Agriculture. Professional development received a high level of support, while learning resources were moderately available. A significant relationship was found only between sustainable technology practices in Agriculture and developmental support, whereas no significant relationships were found in the remaining TLE components. Likewise, no significant relationship existed between sustainable technology practices and the challenges encountered by teachers. The study recommends strengthening teacher capacity-building programs, improving access to sustainable learning resources, and implementing targeted interventions to enhance sustainable technology integration in TLE instruction.