This study examined the relationship between teachers’ curriculum implementation and teacher vitality among public secondary school teachers in the Division of Davao City. Specifically, it determined the extent of teachers’ curriculum implementation in terms of assessment and evaluation, content, learning output, resources/instruments, planning, curriculum application, curriculum philosophy, and teaching methods, as well as the extent of teacher vitality in terms of physical, psychological, and emotional vitality. The study also identified the significant relationship between the variables and determined which domains of curriculum implementation significantly predicted teacher vitality. A quantitative descriptive-correlational research design was utilized, involving 134 public secondary school teachers selected through simple random sampling. Adapted and validated survey questionnaires were used as the primary data-gathering instruments. The data collected were analyzed using weighted mean, standard deviation, Pearson Product-Moment Correlation, and Multiple Linear Regression Analysis. Findings revealed that teachers’ curriculum implementation and teacher vitality were both extensive, indicating that these practices and conditions were oftentimes evident among the respondents. The study further revealed a significant relationship between teachers’ curriculum implementation and teacher vitality. Moreover, all domains of curriculum implementation significantly predicted teacher vitality, with content, curriculum application, and teaching methods emerging as the strongest predictors. These findings suggested that effective and well-structured curriculum practices positively contributed to teachers’ physical, psychological, and emotional well-being. Based on the findings, it was recommended that school administrators and educational leaders strengthen professional development programs, collaborative curriculum planning, and institutional support systems to further enhance curriculum implementation practices and sustain teacher vitality in educational settings.