The transition of instruction to outcome-based education (OBE) in teaching and learning at tertiary education level has become an important issue among Higher Educational Institutions (HEI’s) in the Philippines. The education system has struggled to achieve student learning through curriculum alignment and instruction. The main purpose of the study is to determine the status of the implementation of outcome-based education and the challenges of teachers in the allied medicine programs of LPU schools. This study used a descriptive method of research wherein quantitative data were gathered by survey questionnaire. There were 203 students and 53 faculty members from the College of Allied Medicine were included in the study. The research methods involved survey questionnaires and interviews. The findings revealed that the current status of OBE based on the teachers’ experience was fully implemented while based on the students’ experience OBE was partially implemented in the allied medicine programs. There were four main indicators that need to be addressed for the full implementation of OBE namely: portfolio checking, portfolio feedback, use of instructional materials and the use of variety of teaching methods and strategies. These concerns may bring implications to teaching effectively and efficiently. In addition, the management should provide faculty development program with appropriate training and workshops to fully understand the OBE and develop effective teaching and learning.