The main objective of this study was to determine the teaching competence of senior mathematics majors among Higher Education Institution (HEI's) in Iloilo. Conducted in December 2002, the study was composed of 162 participants representing 95% of the total 171 senior mathematics major students among public and private teacher education institutions in Iloilo and their respective cooperating/supervising teachers. A combination of simple random sampling and stratified sampling was employed. The data needed for this study were gathered through the researcher- made, jury-validated achievement test, attitudinaire adopted from Hofileña, and the rating scale for student teachers adopted from the West Visayas State University-College of Education, Integrated Laboratory School. The study used the descriptive-correlational method with the following statistical tools: mean scores and standard deviations, the t-test for independent samples, the simple analysis of variance, and the Pearson-Product Moment Coefficient of Correlation (Pearson r). All computations were set at .05 alpha two-tailed test. The SPSS software was utilized in processing the data for statistical analysis. Results revealed that in general,the teaching competence of senior mathematics major students is "very good" as shown by their personal and social qualities and instructional competence while their language proficiency level is "good". Majority of the participants have positive attitude towards mathematics and they have an average level of basic mathematics skills. Significant differences existed in the level of teaching competence of the participants when grouped according to attitudes towards mathematics. No significant difference existed in the level of teaching competence among the participants when grouped according to basic mathematics skills. There is a positive but not significant correlation existed between teaching competence of the participants and their attitude towards mathematics, between teaching competence and basic mathematics skills and, between participants' attitude towards mathematics and their basic mathematics skills.