The quantitative-qualitative mixed method research aimed to evaluate the effectiveness of the Dynamic Learning Program (DLP) in relation to mathematics instruction in terms of attitude, level of perceived satisfaction, mathematics achievement, and experiences and to determine whether significant differences exist among attitudes and level of perceived satisfaction when the high school students are grouped according to sex and year level. One hundred eighty-eight (188) high school students determine by Slovin's formula, answered the questionnaire on attitude and level of perceived satisfaction. Also, thirty-six (36) students and thirty-six (36) parents participated in the focused group discussions and all three high school mathematics teachers were then interviewed in the study. The mathematics achievement was determined by the average grade of the students in the 1st and 2nd gradings of school year 2014-2015. The instruments used were a duly validated researcher-made questionnaire checklist and interview schedule. The statistical tools employed were frequency counts, mean, standard deviation , t-test for independent samples and One Way ANOVA. Significance level was set at .05. Results revealed that students' attitude towards the use of DLP in Mathematics Instruction was positive when the respondents were taken as a whole group and categorized according to sex and year level. Students were satisfied towards the use of DLP in mathematics instruction when taken as a whole group and categorized according to sex and year level. Furthermore there were no significant difference in the attitude of students towards the use of DLP in mathematics instruction when the respondents were grouped according to sex but there was a significant difference in the level of perceived satisfaction. Also, there were significant differences in the attitudes and level of perceived satisfaction towards the use of Dynamic Learning Program in Mathematics Instruction when respondents grouped according to year level. The implementation of the different features of the DLP stakeholders shared that it was a difficult beginning; however writing of concept notes on their Learner's Activity Sheets (LAS) became a habit since they experienced that writing increase retention, as well as improve penmanship. The use of LAS helped manage the absenteeism among high school students and teachers in managing the class. The comprehensive student portfolio served as warning on their academic status and helped parents monitor their children. Students became more responsible and organized in their things. Teachers found out the use of comprehensive teachers' portfolio efficient, in lieu of lessons plans. No homework policy served as an avenue for students and parents to develop quality family time at home and do other activities which were not done before. Non-academic gives joy to students since this offered them the opportunity to unwind, relax and show their other skills. However, among the features of the dynamic learning program, parallel-classes scheme was not favorable for all. It is suggested that the implementation of DLP in mathematics instruction as well as in other subjects be continued but still needs to be improved especially in the parallel-classes scheme.