This study was conducted to determine the effectiveness of the program on Technical Education and Skills Development (TESD) of state colleges and universities in Region III school year 2009–2014 in terms of enrollment, cohort rate, graduation rate, employment rate, and quality of graduates. Students’ attitude and interest toward their course: economic status and their academic ability; teacher factors on educational attainment, specialization, industrial training and experience, and attitudes toward technical education; school factors; school budget, school site, adequacy of buildings and shop rooms, machines and equipment, and on-the-job training. The degree of adherence of the TESD institutions on the four thrusts of higher education which are quality and excellence, access and equity, relevance and efficiency were considered. Correlation design, questionnaire and documentary analysis were utilized. Frequency, percentage, and mean scores were employed as well as Step- Wise Multiple regression scheme to determine the significant factors that affect the effectiveness of the TESD schools. The findings on TESD enrollment rate were unstable due calamities encountered especially in the lahar-laden SUC. Many of them shifted to another college to pursue their first — choice courses while the rest dropped or stopped because of some reasons or another, resulting to a very low cohort rate. The school year 2013–2014 enrollment of TESD institution have minimal increased due to the concept of the K-12 program implemented by the government. Those who stopped a number of years got back and finish their technical courses because they realized the needs of skilled manpower. Graduation rate were very low for the first three (3) years and have a minimal increased for the succeeding two years because of the returnees who pursued their technical courses. The quality of graduates produced by these institutions, companies claimed that the graduates as their employees possessed the quality of skills they demanded and easily trained on assigned tasks. The employment rate of TESD graduates was high after a year from their graduation and declined when found out that those employees who finished four-year degree courses have higher salaries. Administrators of TESD institutions of SUCs in Region III claimed that their schools adhered to quality as one thrust of higher education by formulating a relevant program to the existing needs of the community they cater. Extension services were poorly done on the first three years but on the succeeding 2 years was satisfactorily done. Students’ interest and attitudes in enrolling the course were relatively low the year 2009 – 2012 and most of them made as stepping stone to enter the university or college to pursue higher degree courses. Others could not sustain their schooling because of economic reason. Their academic standing was mostly on the average level. Faculty members had a high profile in terms of educational attainment, most especially at the Tarlac State University (TSU). The majority of them were specialists along the areas they are teaching. Because of lack of industrial training, they have been producing inferior skilled manpower needed by productivity organizations in the school year 2009–2012. On the last two years, teachers were retooled themselves to be at par on the mandates of the k-12 program. Concerning the budget allotted the appropriated funds given to TESD schools were only minimal and cannot subsidize necessary things needed. These schools are located strategically to the majority of the target population and the size is conducive to learning only during rainy days for some of them are easily submerged by rainwater. On-the- job training (OJT) was observed by these schools but linkages feared that these trainees might hamper their mobilization. The effectiveness of SUCs TESD program boil down on students’ attitudes, industrial training and experiences of faculty, appropriated budget, material resources and relevance of school programs to the requirements of modernization.