This descriptive study aimed to determine the learning competencies, the work behavior and performance of Technology and Livelihood Education students. Specifically, it determined the level of the students’ learning competencies in cognitive, technical, work, entrepreneurial, and interpersonal skills; extent of students’ work behavior and work habits, responsibilities, teamwork, commitment, and initiative; level of students’ performance in the practical tests; the relationship between students’ learning competencies and work behavior; and the effect of students’ learning competencies on students’ performance in the practical tests. This study employed a quantitative correlational research design. A questionnaire was developed, tested for reliability and validity, and administered to two hundred Grade 9 students from Pag-asa National High School selected using simple random sampling. The questionnaire consisted of two parts that assess the level of students' learning competencies and the extent of their work behavior. Students' performance was evaluated using a standard rubric from the DepEd learning module in practical tests. Responses were scored using the Five-Point Likert scale and were tabulated, analyzed, and interpreted using the mean and standard deviation. Salient findings revealed a high level of students' learning competencies in cognitive, technical, work, entrepreneurial, and interpersonal skills. Additionally, the extent of students’ work behavior in terms of work habits, responsibility, teamwork, commitment, and initiative were high students' performance in the practical test was marked high. Moreover, a significant relationship existed between students' learning competencies and work behavior. Lastly, the effect of students' learning competencies on their performance in practical tests had a significant effect on cognitive skills, while their learning competencies in technical, work, entrepreneurial, and interpersonal skills did not have a significant effect. It is concluded that positive work behavior is crucial for students to apply academic knowledge effectively, create a conducive learning environment, and prepare for success in the workforce. The students’ learning competencies significantly affect their cognitive skills in practical tests, but not in technical, work, entrepreneurial, and interpersonal skills. This implies that these skills may not be directly reflected in standardized assessments used in practical tests; thus, the research hypothesis was accepted.