This study aimed to determine the Civic Competence and the Level of Cultural Commitment among Junior High School Students. The specific objectives of the research include: (1) profiling the students based on age, sex, and parents educational attainment (2) assessing the respondents perception of civic competence in personal, interpersonal, and inter-cultural domains (3) evaluating the respondents level of cultural commitment in terms of values, community involvement, learning commitment, morale, and self-satisfaction and (4) examining the significant relationship between civic competence and cultural commitment. A purposive sampling method was employed. Data collection was conducted through surveys. Statistical analyses, including mean scores and correlation coefficients, were utilized to interpret the data. The findings revealed that most respondents are young, predominantly female, and come from families with varied educational backgrounds. Students generally agreed with their abilities across different dimensions of civic competency, showing confidence in personal, interpersonal, and inter-cultural aspects. Similarly, students demonstrated a strong commitment to cultural values, community involvement, learning, morale, and self-satisfaction, with high mean scores indicating positive perception in these areas. Significant positive correlations between civic competence and cultural commitment, suggesting that higher levels of civic competence were associated with stronger cultural commitment. Based on the findings, the study recommends that school administrators and teachers integrate civic competence and cultural commitment into the curriculum, encouraging active student participation and community engagement. Future researchers are encouraged to expand on this study by exploring longitudinal impacts and incorporating diverse educational settings to further validate the findings.