This study explores the participation of junior high school learners in division-initiated programs within the Division of Sagay City for the school year 2024–2025 and examines the support systems that facilitate their engagement. Using a Convergent Parallel Mixed Methods Design, the research integrates quantitative data from surveys of 304 students, parents, and teachers with qualitative insights from semi-structured interviews. Findings reveal that autonomy, authenticity, and efficacy significantly influence learner participation, contributing to both academic and personal growth. Despite these benefits, challenges such as limited resources, time constraints, and emotional pressures persist, though support from teachers, peers, and parents help mitigate these barriers. In addition, the study highlights the need for improved communication of program objectives to strengthen student awareness and motivation, as well as the role of supportive school environments in fostering autonomy and recognizing student achievements. Overall, the research provides insights that can guide the development of practical action plans aimed at enhancing learner engagement and strengthening support mechanisms in division-initiated programs, thereby promoting the holistic development of students