This study determined the relationship between instructional competence and teaching styles among 154 Grade 8 and Grade 9 teachers in the Division of Davao del Norte. Specifically, it examined the extent of instructional competence in terms of instructional delivery, classroom management, assessment, and personal competencies, as well as teaching styles in terms of visual, kinesthetic or tactile, and auditory approaches, and tested their significant relationship and predictive influence. A quantitative descriptive correlational research design was employed. Data were gathered using validated and pilot-tested survey instruments. Statistical tools such as weighted mean, Pearson product moment correlation, and multiple regression analysis were utilized at a 0.05 level of significance to analyze the data. Findings revealed that both instructional competence and teaching styles were extensive, indicating that these practices were oftentimes evident. A strong and significant relationship was found between the variables. Regression results showed that instructional delivery, classroom management, and personal competencies significantly predict teaching styles, while assessment did not significantly predict teaching styles when considered with other domains. Based on the findings, it is recommended that targeted professional development be implemented, particularly in aligning assessment practices with teaching strategies and enhancing consistency in instructional delivery and classroom management.