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This study titled “Evaluating the Preparedness of High School Practice Teachers for MATATAG Curriculum Implementation” sought to determine the level of readiness of high school practice teachers in adapting to the newly introduced MATATAG Curriculum of the Department of Education (DepEd). Specifically, it aimed to assess their preparedness in terms of professional development and training, resource availability, self-efficacy and attitudes, concerns and challenges, overall readiness, and the extent of school support needed for curriculum transition. The study employed a descriptive-quantitative research design, utilizing a researcher-made survey questionnaire administered to 235 practice teachers from various education programs of Pangasinan State University (PSU) Bayambang Campus. Data were analyzed using frequency counts, percentage, and weighted mean to describe the respondents’ demographic profile and level of preparedness across key dimensions. Findings revealed that the majority of the respondents were female (67.37%), and representing a diverse range of teacher education programs, with the Bachelor of Secondary Education – Science and Mathematics majors forming the largest groups. Results showed that respondents were “Prepared” across all readiness domains, with mean scores ranging from 2.94 to 3.09, indicating sufficient confidence, competence, and adaptability to implement the MATATAG Curriculum. Among the indicators, self-efficacy and attitudes obtained the highest mean (3.09), signifying that practice teachers possess strong motivation and confidence to achieve curriculum goals. Furthermore, school support for curriculum transition was rated as “Highly Needed” (M = 3.36), underscoring the importance of continuous professional development, mentoring, access to instructional and digital resources, and emotional support in sustaining readiness. The study concludes that while practice teachers demonstrate commendable levels of preparedness for the MATATAG Curriculum, their success in actual classroom implementation largely depends on the extent of institutional support and continuous capacity-building provided by their teacher education institution and the Department of Education. The findings emphasize the need for ongoing professional training, mentoring systems, and resource enhancement to ensure that preservice teachers remain equipped and confident in implementing the reformed curriculum. This research contributes to the growing discourse on teacher readiness and curriculum reform in the Philippine education system, highlighting that effective curriculum implementation requires both individual competence and systemic institutional support.