This study examined the relationship between multicultural competence and teaching engagement among 200 teachers in the Sto. Tomas District, Division of Davao del Norte. Utilizing a descriptive correlational research design, survey questionnaires were employed to measure the extent of multicultural competence and teaching engagement. The data were analyzed using Weighted Mean, Pearson Product Moment Correlation, and Regression Analysis. Findings indicated that teachers demonstrated an extensive level of multicultural competence, with multicultural knowledge being always evident, and multicultural skills and awareness often evident. Similarly, the level of teaching engagement among teachers was extensive across all dimensions. A significant positive relationship was found between multicultural competence and teaching engagement, demonstrating that higher levels of multicultural competence are associated with increased teaching engagement. Regression analysis revealed that multicultural knowledge, skills, and awareness significantly influenced teaching engagement, each contributing to enhancing teacher engagement in the classroom. The study concluded that multicultural competence is a key factor influencing teaching engagement, emphasizing the importance of multicultural knowledge, skills, and awareness in promoting effective teaching practices. These findings underscore the need for initiatives that support the development of multicultural competence to foster an inclusive and engaging teaching environment.