This study examined the implementation and perceived relevance of the Revised K to 10 Curriculum in District 1-D of the Schools Division of Sagay City, focusing on curriculum content, teaching delivery, classroom assessment, and curriculum support. Specifically, it aimed to determine the level of implementation, assess its perceived relevance, identify challenges encountered, and provide a basis for a support mechanism program. An explanatory sequential mixed-methods design was employed. Quantitative data were collected from 78 teacher-respondents using a validated 5-point Likert-scale questionnaire, while qualitative data were obtained through semi-structured interviews with 10 selected participants. Instrument reliability and validity were established using Cronbach’s alpha (α = .971) and Lawshe’s Content Validity Ratio. Results revealed that the implementation of the Revised K to 10 Curriculum was generally very high across all four domains. Teachers demonstrated effective instructional delivery through evidence-based strategies, differentiated instruction, and interactive learning approaches that enhanced critical thinking, learner engagement, and real-life application. Classroom assessment practices were aligned with learning competencies and supported holistic and developmentally appropriate outcomes. Curriculum support systems— including instructional leadership, resources, professional development, and external partnerships—were found to be strong, with opportunities for further enhancement. Teachers also perceived the curriculum as highly relevant, citing its alignment with 21st-century skills, emphasis on literacy and numeracy, inclusive instruction, authentic assessment, and contextual applicability. Findings further highlighted the importance of teacher competence, leadership support, instructional materials, and institutional resources in achieving effective curriculum implementation. A support mechanism program was developed to strengthen implementation and sustain curriculum relevance.