This study examined the relationship between school policies implementation and diversity teaching among 129 elementary teachers in the Division of Davao del Norte. It specifically looked into the extent of school policies implementation in terms of clarity of policies, support for policy compliance, impact on student engagement, and cognitive, affective, and social dimensions. It also explored diversity teaching in terms of acknowledging cultural diversity, emphasizing cultural communalities, and socialization of national culture. A quantitative descriptive-correlational research design was used, with data gathered through adapted and validated survey questionnaires. The responses were analyzed using weighted mean, Pearson product-moment correlation, and multiple regression analysis at a 0.05 level of significance. The results revealed that both school policies implementation and diversity teaching were generally extensive among the respondents. This indicates that teachers consistently experience and apply school policies in their professional practice, while also demonstrating strong engagement in culturally responsive teaching. The findings further showed a significant positive relationship between school policies implementation and beliefs in diversity teaching. This suggests that when school policies are clearly implemented and supported within the school system, teachers are more likely to adopt and practice diversity teaching in their classrooms. Moreover, the analysis indicated that improved policy implementation contributes to stronger diversity teaching practices, particularly in promoting inclusive and culturally responsive learning environments. Based on these results, school leaders may continue to strengthen the implementation of inclusive and supportive policies. Likewise, providing continuous professional development opportunities for teachers may further enhance their ability to integrate diversity teaching into everyday instruction, ultimately fostering a more equitable and responsive educational environment for learners.