This descriptive research attempted to assess the TUP Visayas faculty teaching performance as influenced by technological knowledge, attitudes towards technology and technological skills. The dependent Variable was teaching performance; the moderator variable, technological knowledge, attitudes toward technology and technological skills; and the independent variables, rank, gender, licensure, educational attainment, teaching load, length of service, and length of industry experience. Descriptive statistics employed were the mean, frequency tabulation, percentage, and standard deviation; inferential statistics were Cronbach alpha, the t-test for independent samples the stepwise multiple regression analysis, and the Pearson's r, all set at. .05 alpha level. Among the 56 TUPV faculty, almost half were senior faculty band the other half junior faculty; 75% were males and the rest females; majority w3ere licensed but had bachelors degrees only; almost two-thirds carried teaching overloads and had long government service but had little industry experience. The faculty reflected very satisfactory teaching performance, very good technological knowledge, very good technological skills, and very positive attitude. The male faculty registered significantly better technological knowledge than the females and hose with short government service showed significantly better technological knowledge than those with long service. he male faculty showed significantly better technological skills than the females; those with masters degree significantly better than those with bachelor's degree only. The faculty's technological knowledge significantly correlated with their teaching performance, attitude toward technology and tecnological skills. The faculty's attitude and technological skills also correlated significantly. None of the identified variables-age, gender, licensure, educational attainment, teaching load, length of service and industry experience proved to be significant predictors of the faculty's teaching performance. Educational attainment and length of service came out as significant predictors of the faculty's technological knowledge. Gender was a significant predictors of faculty's attitude towards technology. Educational attainment was a significant predictor of the faculty's technological skills.