The field of Technology and Livelihood Education is critical to achieving the goals and objectives of the new improved curriculum. The purpose of this study was to compare the Instructional Practices of TLE Teachers to the student satisfaction and academic performance of selected Laguna Senior High Schools. The descriptive survey design was utilized in this study, and the respondents were 30 teachers and 100 students from several Laguna schools using purposive sampling. It also used a self-created questionnaire with a 5-point Likert-scale that was expert validated. Before distributing the questionnaire to the respondents, field specialists review it. The researcher used the mean, standard deviation, and Pearson Product Moment Correlation Analysis to treat the data (Pearson r). The findings indicated that the selected senior high school's degree of satisfaction in terms of interpersonal relationships, academic assistance, and learning possibilities is extremely high. Meanwhile, academic achievement is excellent. In terms of active learning, mastery of learning, peer instruction, collaboration, and differentiation, the instructional techniques of chosen TLE instructors have no significant link to student happiness, as do interpersonal relationships, academic support, and learning opportunities. There is a substantial association in academic achievement. Based on the findings, the following recommendations were made: TLE teachers should continue using a variety of active learning strategies when teaching TLE subjects to students, maintain the teaching strategies used to achieve mastery of learning, implement on different subjects and investigate the impact of peer instruction method on different levels, continue working better in cooperation with other TLE teachers, and differentiation in TLE subjects.