Republic Act No. 12028 instituted the Academic Recovery and Accessible Learning (ARAL) Program in the Philippines as a national response to substantial learning deficits made worse by the COVID-19 pandemic, especially in reading and numeracy. The purpose of this study was to evaluate the ARAL Program's perceived relevance and degree of implementation in Sagay City's Schools Division Office's District 1-A during the 2025–2026 academic year. It specifically looked at how well the Department of Education's key dimensions—coverage, learner determination and assessment, tutors, tutorial session delivery methods, learning resources, tutor compensation, and complementary initiatives—were implemented. It also assessed the program's relevance in terms of instructional relevance, professional and instructional support, and overall perceived value. Using a descriptive-evaluative research design, data were collected from all 67 key stage 2 teachers implementing the ARAL Program through a researcher-developed, validated, and reliable questionnaire. Descriptive statistics, including mean and standard deviation, were used to analyze the data. Results revealed that the ARAL Program was implemented to a very high extent across all key dimensions, with an overall mean of 4.35. Core components such as coverage, learner assessment, delivery modes, tutors, and learning resources demonstrated consistently strong implementation. While tutor remuneration received a very high mean score, it also showed greater variability, indicating implementation inconsistencies. Complementary initiatives likewise reflected slightly lower yet still very high ratings. In terms of relevance, the ARAL Program was perceived as very highly relevant, with an overall mean of 4.58. Respondents strongly affirmed the program’s instructional relevance, professional and instructional support, and overall value in addressing learning gaps and supporting teaching practices. The findings indicate that the ARAL Program is both effectively implemented and highly relevant as an academic recovery intervention. However, targeted improvements in tutor remuneration and complementary initiatives are recommended to enhance consistency, sustainability, and long-term impact.