The Mother Tongue-Based Multilingual Education (MTB-MLE) encompasses a language policy related to the use of the language of instruction at the primary level of education in the Philippines. MTB-MLE was initialized through Department of Education Order 74, s. of 2009 and was then fully implemented in the country as part of the K to 12 curriculum in 2012. This study aims to evaluate the preparation and implementation of MTB-MLE to find out the challenges, and help identify suggestions for more effective implementation. This study examines the gap between preparation and implementation from 2012 to 2015 and analyzes strengths and weaknesses of the program through analysis of documents and narratives of teachers’ experiences. The study relies on Joan Rubin’s research (1971) on language planning. According to Rubin, the process of evaluation in language planning includes (1) comprehensive search of data; (2) goal planning, strategies, and outcomes; (3) implementation; and (4) feedback. The data in this study were gathered through analysis of primary and secondary documents, interviews, survey and Focus Group Discussion (FGD). Data were analyzed through Thematic Analysis and Strength, Weakness, Opportunity, and Threat (SWOT) Analysis. Some of the suggestions in this study are the re-training and continuous training of teachers for MTB-MLE, and spreading community awareness of its importance, and strengthening local community involvement. Alignment of strategies and goals of the program to the linguistic, economic, and cultural condition of the community should also be addressed.