This study looked into the relationship between the attendance of teachers in School Learning Action Cells (SLAC) sessions and other variables with pupils' academic achievement. Specifically, answers to the following questions were sought: 1.What is the profile of the SLAC trained teacher according to the following dimensions: personal development, team development, task accomplishment, and operational efficiency? 2.Is there significant relationship between teachers' attendance in SLAC sessions and pupils' achievement? 3.Is there significant relationship between pupil achievement and teacher personal-related variables like age,educational qualification,length of service, and aggregate annual income? 4.Is there significant relationship between pupils' achievement and teacher work-related variables such as major or concentration in college, location of school training in PRODED, and perception of one's ability to teach the subject? 5.Is there significant relationship between pupil achievement and pupil-personal-related variables such as age,size of family,sibling rank, attitude towards subject,parents' educational attainment, and family income? To bring to the surface the answers to the problems raised, an ex post facto correlational study was conducted. Questionnaires regarding the different variables were formulated and were submitted to a jury for validation. The result of the end-of-the-year division achievement test were utilized in the study. The General Pupil Achievement (GPA) was computed from the five subject areas-- English,Mathematics,Science,Filipino, and Sibika at Kultura. The questionnaires were distributed to the respondents before the administration of the division achievement test.Two hundred pupils were selected and their fifty teachers in each of the five grade levels comprised the subjects in the study. These were selected from the five school districts in Antique--Culasi, Patnongon, Belison, Sibalom South and Anini-y. To secure data regarding the teachers attendance to SLAC sessions several monitoring tools prescribed by PRODED were used such as the teachers PPDP:SLAC session record book and SLAC progress report. Statistical tests used to analyze the data were the Pearson r, stepwise multiple regression and F-ratio. In the decision rule to reject or accept the null hypothesis, the .05 level of significance was used. The major findings were the following: All the variables--attendance in SLAC sessions (Personal development, team development,task accomplishment, and operational efficiency as indicators); teacher personal-related variables are significantly related to pupil's academic achievement. Although they vary from grade to grade. As to the profile of the teachers, the Grade II teachers are the eldest among the group while the Grade V are the youngest. The most number of teachers with MA units was the Grade I teachers while those who have the longest experience and the highest income were the Grade II teachers. The Grade V teachers on the other hand received the lowest salary comparatively speaking. Regarding college preparation a great number of Grade II teachers have no major subjects in college. Most of them teach in the barrio schools and the greatest number who have attended PRODED training were Grade II. All of them rated themselves as having a very good ability in teaching. For the pupils, generally, all of them are overaged for their grade level. On the average, they belong to a family of 4 or more. Most of them are the eldest in the family. Grade III,IV and V pupils favor Filipino. Majority of their parents have either attained high school education or below with an average annual income of P1000. The findings point out that when the operational efficiency of SLACs is high the other dimensions are also high as the Grade IV teachers,for instance. Teacher's experience seems related with teacher's age, income and educational qualification. It seems that the Grade V pupils who have the longest exposure to PRODED trained teachers have been benefited since they got the highest GPA. This percentage is on descending order with the Grade I getting the lowest GPA among the grade levels. The findings seem to show that PRODED has proved its points that regular attendance of teachers in SLAC sessions will develop the teacher, the team to which he belongs and the work they have set to do is accomplished. This is shown by the data that the higher the achievement in operational efficiency, the higher is the achievement in other SLAC dimensions. Based on these findings, recommendations in terms of administrative support and further research are advanced.