This research determined the teaching strategies employed by Science teachers and their relationship to students performance and mastery of the prescribed Science learning competencies at Awihao National High School, Toledo City Division, South District–Cluster 1 during the School Year 2026–2027. Using a descriptive correlational research design, the study involved eight 8 Science teachers and fifty 50 Grade 7 learners. Data were collected through a researcher made questionnaire and an achievement test and analyzed using frequency, percentage, weighted mean, standard deviation, ranking, and Pearson Product Moment Correlation Coefficient. The findings revealed that teachers employed teaching strategies to a high extent, while students demonstrated an overall Moving Towards Mastery level of performance. A significant and very strong positive relationship was found between teachers teaching strategies and students performance r = 0.918, p = 0.0013 , indicating that greater reported use of teaching strategies was associated with higher student performance. The study also identified resource and facility related concerns that affect Science instruction. Based on the findings, a Science Enrichment Activity Program SEAP was developed to strengthen inquiry based, differentiated, and collaborative instructional practices and enhance students mastery of Science learning competencies. MAEd major in Administration and Supervision, teaching strategies, students performance, Science learning competencies, inquiry based instruction, differentiated instruction, collaborative learning, enrichment activity program, Awihao, Toledo City. 1-29 Issue-6 Volume-10 Lecil A. Lamban