This descriptive-correlational study aimed at ascertaining the instructional competencies among cooperating teachers as influenced by their extent of practice and role expectations. The respondents of the study were the 44 cooperating teachers of BEED Student teachers of St. Anthony’s College in five (5) selected elementary schools namely: Delegate Angel Salazar Jr. Memorial School, Hamtic Central School, Segundo Moscoso Memorial Elementary School, Belison Central School, and San Angel-Malaiba Elementary School during the second semester of the academic year 2006-2007. Data were gathered with the use of three instruments: Performance Appraisal System for Teachers (PAST), Checklist on Extent of Practice Among Cooperating Teachers, and Role Expectations Questionnaire devised by the researcher. Descriptive statistics utilized were the mean and the standard deviation. Inferential statistics were the Pearson Product Moment Coefficient of Correlation (Pearson’s r) and the t-test to determine differences. The level of significance was set at 0.05 alpha for a two-tailed test. Statistical computations were availed of through the Statistical Package for Social Sciences (SPSS). Results of the study revealed that cooperating teachers manifested very satisfactory instructional competencies, have highly extensive extent of practice and were very aware of their role expectations. A positive and significant relationship existed between their level of instructional competence and extent of practice; likewise between their instructional competence and role expectations.Cooperating teachers with high level of performance were significantly more competent and may approximate the ideal mentors who shall ultimately be better and effective teachers.