The familiarity about perceived effectiveness, and attitude towards TESDA among the program implementers in Western Visayas was the main focus of this descriptive study. It further aimed to determine if significant relationships would exist in the faculty's attitude, familiarity, and perception of implementation of the TESDA 139 randomly selected program implementers of 15 TESDA schools in Western Visayas were the subjects of the study A researcher-made instrument was used to gather the data. Statistical tools used were means standard deviations, the t-test for independent samples, the Simple ANOVA, and the Pearson's r. Probability level was set .05. The study found that the program implementors in Western Visayas were familiar of the TESDA; their perception of the effectiveness of TESDA was fair-- the curriculum and faculty were good, while, physical plant and facilities and the library were fair; and their attitude towards TESDA was positive. Significant differences existed in the program implementors' familiarity about TESDA grouped according to position in school-- in favor of administrators and school enrollment school-- in favor of schools with small enrollment. Significant differences were noted in the area of physical plant and physical plant and facilities among the program implementors grouped according to position in school in favor of school adminisrators and in the perceived effectiveness of TESDA curriculum among the program implementors grouped according to school type in favor of those coming from agricultural and fishery schools and in the perceived effectiveness of TESDA faculty in favor of those in agricultural schools. Over-all, significant differences existed in the perceived effectiveness of TESDA among the program implementors classified according to school enrollment and teaching experience. The subjects from from schools with small enrollment and those with long teaching experience showed a more positive attitude towards TESDA than their counterparts in schools with large enrollment and those with short teaching experience. Significant differences were likewise noted in he attitude towards TESDA among the program implementors classified as to school type-- in favor of those from agricultural and fishery schools. Finally, positive and significant relationships existed between the program implementor's familiarity and perceived effectiveness of TESDA: between familiarity and attitude towards TESDA; and perceived effectiveness and attitude towards TESDA.