This survey research, determined the status of teachers' performance and preparedness in teaching Integrative Biology Using the Understanding by Design (UbD) Framework. The participants in the study were the department heads/principals from public secondary high schools in the Division of Iloilo Province chosen through stratified random sampling. Furthermore,from the selected schools, teachers, students, and parents were also chosen as respondents. To gather data for the investigation, the researcher constructed seven (7) instruments for the participants to answer. The result of the study showed that teachers' performance was very satisfactory and that they were prepared to teach the subject.The teaching strategies conducted were class discussion,cooperative learning, oral report, group discussion, and hands-on activities.The different assessments conducted were oral performance and paper-pencil test,particularly in selected-response format. The different problems met by the Integrative Biology teachers were oversized classes and lack of instructional facilities and equipment. Available and adequate were the Biology Textbooks (2009), DepEd Lesson Plans (2003), Integrative Biology Activity Handbook and Teaching Guide, and the book Science and Technology for the Modern World (2003) by Olivares and Cruz. Laboratory apparatus and materials were available except hydrophonic pebbles. Audio-visual equipment were available except the overhead and slide projector.Internet connectivity was available in 41.10% of the schools;however. only 10.96% of the said schools had adequate connection. As to classrooms with WiFi, only 19.18% had, of which, 12.33% had adequate connection. The observable indicators of teaching evident in the classroom environment were students were given time and freedom to formulate their question, content standards were well-aligned with the assessment, and demonstrated respectful behavior toward students. The department heads/principals "supervised sometimes" in facilitating the permit of graduate studies and in encouraging the attendance of the teachers in seminar and related activities and the rest of the categories and "supervised seldom" in inviting resource persons to speak/demonstrate before the teachers and in scouting for prospective teachers with much potential. The students' achievement was fair while their attitudes towards their Integrative Biology class was positive. Among the parents,67.5% were not aware of the implementation, and 33% of the parents met no problem with the UbD implementation. The conceptual framework of the 2010 Secondary Education Curriculum for Integrated Science and the conceptual framework of Science Education in the K to 12 were anchored on the same theories: Constructivism, Social Cognition Learning Model, Learning Style Theory, and the Gestalt Psychology; more so, with the different approaches in teaching. Also common with the two frameworks were the use of Multi-interdisciplinary Approach, Contextual Learning and Problem/Issue-based learning. The difference lay in the use of Process-based Approach for the 2010 SEC and the Inquiry-based Approach for the K to 12 framework. With the result of the assessment, strengths and weaknesses of the approacnh were identified.