This study has the purpose of aligning the teacher education program of Holy Cross of Davao College with the CHED’s prescribed National Competency-Based Teacher Standards (NCBTS). The paper made use of the descriptive-comparative research design. A questionnaire based on the said standards was utilized to gather data. Full-time teachers along with some of their students were the respondents. The teachers express that their strengths on instructional competencies center on three domains – curriculum, diversity of learning, and learning environment. On the other hand, their weaknesses revolve around the four domains of planning, assessing and reporting; community linkages; personal growth and professional development; and social regard for learning. Students see that the teachers are quite low in some instructional competencies specifically in the areas of curriculum making, planning, assessing, reporting and community linkages. They perceive that their mentors’ instructional competencies are predominantly manifested in their mastery of the subject matter; in providing students with an adequate learning environment; and in the efficient and effective handling of diversity among students, learning approaches and instructional materials. The study recommends that the NCBTS be made as guideposts and guidelines in the preparation of a program for recruitment and retention of young teachers with aptitude and potentials for the teaching profession. In-service trainings and workshops must be centered on these standards specifically in planning, assessing and reporting. Community linkages and networking of teachers should be well defined. Teachers should strive for more engagement in educational researches.