This study identifies the particular and pragmatic interventions teachers implement in real-time to enhance competency mastery. The study emphasis it places on direct teacher practices in the school environment, providing context-specific information that tends to be missing from wider studies of education. This research focuses on the intervention practice of teachers in addressing pupils' least-learned competencies. Based on a quantitative approach, the research utilized descriptive-survey and descriptive-comparative designs to study teachers' approaches and determine the impact of demographic factors like age, gender, and teaching experience. The population included 144 public elementary school teachers. For the purposes of collecting the intended data, the researcher utilized Microsoft Forms and even arranged for personal meetings to collect the data. Results indicated overall trends in the demographic of respondents and identified the variance in intervention practices employed by teachers. There was a general consensus about the use of intervention practices, but there were significant differences across age ranges. Indicating that intervention strategies are differently adopted by teachers of different ages. The results suggest a call for systematic, evidence-based intervention programs such as STEP-UP to enhance teaching routines and assist struggling learners with critical competencies. Focusing on collaboration between teachers, school administrators, and program implementers can result in more focused instructional approaches and improved resource allocation. Ongoing professional development is also important in maintaining effective interventions and in ensuring that instructional methods continue to adapt to pupils' needs. In summary, the results highlight the importance of ongoing professional development and evidence-based approaches to assist students. Long-term effects of interventions should be examined in future studies, and a mixed-methods approach should be employed for a richer understanding of best practices in closing competency gaps.