This study aimed to examine the influence of teachers’ technological proficiency on the application of interactive learning materials among 274 public elementary school teachers in Central District, Panabo City, using a non-experimental quantitative design with a descriptive-correlation technique. Stratified random sampling was employed, and data were collected using modified and enhanced adapted survey questionnaires with high reliability and internal consistency. The findings indicate that teachers' technological proficiency is generally rated as extensive, with troubleshooting common technology issues being the most evident skill and development and sharing of digital content as the least evident. Similarly, the application of interactive learning materials is rated as extensive, with interactive assessments being the most frequently used, while real-time engagement is the least applied. A strong positive relationship was observed between teachers' technological proficiency and the application of interactive learning materials, particularly in the domain of digital content development. However, troubleshooting common technology issues showed no significant relationship with interactive learning materials. Further analysis confirmed that effective use of educational software, adaptation to new technologies, and digital content development significantly influence interactive learning application. The study supports the Technological Pedagogical Content Knowledge (TPACK) model and Diffusion of Innovations Theory while partially contradicting the Social Cognitive Theory regarding the impact of troubleshooting skills.