Educators for a long time had been using the traditional way of teaching which was primarily content-based. Now, Outcomes-Based Education for higher institution had been implemented main focusing on course outcomes and learners’ line of specialization. Thus, this paper wants to determine how the application of OBE can be better applied in specific mathematics courses and some degree programs of the proportionally-stratified randomly 350 local colleges’ students in the province of Laguna, Philippines. The paper used a descriptive method using the structured questionnaire to gather data presenting indicators of OBE teaching strategy in three areas used in Mathematics namely teaching methods, learning activities, and assessment tools. One-way analysis of variance is the statistical measure which tested the significant difference of assessments by the students when grouped according to the mathematics course and degree program. Notwithstanding, results revealed that OBE is positively perceived in good start with the emphasis on its weak points. Also, not significant in the perceived classroom practices implied that OBE could be used in the abstract and applied for mathematics courses but significant in their assessment when it comes to the teaching methods used in different degree programs means OBE can apply best in practically inclined specialization.