This studys goal was to assess Stakeholders Involvement and Readiness for School in the implementation of in-person-classes in Ricardo A. Pronove Elementary School in Magdalena Sub-Office, Division of Laguna. The outcome of this study will be beneficial especially to the learners, teachers, parents association, policy maker and future researchers   The following questions were the focus of this study. What is the profile of HPTA Officers in terms of Gender, Age and highest educational attainment? What is the profile of science teachers in terms of brigade eskwela participation, health protocol assistance, learners safety and financial assistance, community services What is the level of school readiness in the full implementation of in-person classes in terms of instructional facility, classroom infrastructure, guidance assistance and medical services Is there a significant relationship between stakeholders involvement and school readiness in the full implementation of in-person classes?   In this study, a descriptive survey approach was employed, and the respondents were the one hundred seventy-five (175) Homeroom Parent Teachers Association from the various class and section of Ricardo A. Pronove Elementary School in Magdalena Laguna. In general, this study determined the relationship between the involvement of stakeholders in terms of brigada eskwela participation, health protocol assistance, learners safety and security, financial assistance, and community services, as well as the school readiness on the implementation of five days of in-person classes in terms of instructional facility, classroom infrastructure, guidance assistance, and medical services in Ricardo A. Pronove Elementary School at Magdalena Sub-Office.   The studys findings led to the following recommendations: The administration of the school should enhance and consistently maintain the provision of community-based programs, trainings, and orientations for the schools internal and external stakeholders so that they are better prepared and can be more productive community partners The schools administrators may constantly encourage all internal and external stakeholders to join and participate in various programs and projects for the benefit of the schools primary stakeholders, which are the learners Internal stakeholders may always encourage all potential external stakeholders to join actively and participate with the school activities.

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