This descriptive- correlational study attempted to determine the influence of instructional goals, classroom management strategies and teacher- related factors on the teaching practices of the 275 randomly selected regular faculty members of the four universities in Iloilo City who were categorized according to gender, subject area taught, educational level, and length of teaching experience. The data were gathered from December 2003 to January 2004, using the Teaching Principles and Practices Checklist, the classroom management Strategies Checklist and the Teaching Goals Inventory (Angelo and Cross, 1993). The statistical tools used were the means and the standard deviations for descriptive statistics, as well as the t-test, One-way analysis of variance (ANOVA), the Pearson's r, and the multiple linera regression analysis for inferential statistics with significance level set at alpha= 0.05. The level of teaching practices in all categories was very high, described as excellent setting clear goals and intellectual challenges for student learning, employing appropriate teaching methods and strategies that actively involve students, communicating and interacting effectively with students, attending to intellectual growth of students, respecting diverse talents and learning styles of students, and incorporating learning beyond classroom. However, a high level, described as very good was observed on reflecting on, monitoring and improving teaching practices except among the females and the professional subject teachers, who scored very high or excellent. As for instructional goals, the respondents reached very high very high level, described as excellent on higher-order thinking skills, discipline-specific knowledge and skills, work and career preparation, and personal development. On basic academic success skills, they had very high level or excellent, except among the males who scored a high level, described as very good. Moreover, on liberal arts and academic values, the results revealed a high level, described as very good. As regards the classroom management strategies, the respondents reached a very high level, described as excellent on communication and delivery of instruction. In addition, on monitoring, a very high level, described as excellent was reached in all categories except among the males and the teachers of both subject areas who set a high level or very good strategy. As to organization, a high level, described as excellent was noted except among the teachers of professional subjects who had a very high or excellent. Significant differences in the instructional goals for basic academic success skills and classroom management strategy of monitoring were noted when the respondents were classified according to gender. The result further revealed that teaching practices and instructional goals, teaching practices and classroom management strategies, as well as instructional goals and classroom management strategies were positively correlated. Finally, instructional goals and classroom management strategies were found to be predictors of teaching practices.