The main objective of this study is to explore the heuristic approach on the learners’ reading comprehension skills and mathematical abilities. Specifically, it determines the level of utilization of heuristic approach, reading comprehension skills, and mathematical abilities of the learners. Also, it regulates the effect of utilization of heuristic approach on learners’ reading comprehension skills and mathematical abilities. The study’s research design is descriptive method. The respondents for this study are sixty-three (63) Grade 6 students from Sto. Angel Norte Elementary School in the school year 2023-2024. The primary tool for data collection is a survey questionnaire developed by the researcher, Additionally, an adopted test question from Phil-IRI and a teacher-created test is utilized to assess the students’ reading comprehension and mathematical abilities. Findings revealed a high level in the the utilization of heuristic approach across different level. Likewise, the result of learners’ reading comprehension in terms of inferential comprehension and critical comprehension is proficient while literal comprehension was marked approaching proficient. Results on the level of learners’ mathematical abilities, demonstrated expertise in numeracy skills obtaining approaching proficient while critical thinking obtain proficient, and problem-solving obtaining approaching proficient. Utilization of heuristics approach has no significant effect to learners’ reading comprehension skills and it also revealed that there is no significant effect in the utilization of heuristic approach to learners’ mathematical abilities. There is no effect on the utilization of heuristic approach to the learners’ reading comprehension skills and mathematical abilities thus both the hypothesis is accepted. Based on the findings of this study, it is evident that further research is necessary to explore the complexities of the relationship between heuristic approaches and academic outcomes, informing instructional practices and curriculum development in both literacy and mathematics education. Based on the results, considering how well heuristic techniques are thought to encourage creativity, innovation, and critical thinking, educational institutions may think about incorporating heuristic methodology into their curriculum design. Teachers may get training from these programs on how to use heuristic techniques to their education. Educational institutions may cultivate a feedback culture in their learning settings because of the significance of feedback in bolstering the usefulness of heuristic approach in problem-solving. Future research and assessment may be carried out in order to expand on the results of this study and improve our comprehension of the connection between heuristic techniques and academic achievements