The research entitled Strengthening Support Systems: Correlating Homeroom Guidance Contribution to Filipino Teachers’ Well-Being aimed to determine the state of implementation of the Homeroom Guidance. Specifically, it determined the respondents’ school profile as to grade level and school category; the extent of implementation of homeroom guidance program; the level of teachers’ well-being in; the significant difference between in the teachers’ well-being when grouped according to the profile; the relationship between the implementation of homeroom guidance program and the teachers’ well-being; and the school profile relationship to the teachers’ well-being.The study employed a quantitative research design and used survey questionnaires adopted from the evaluation tool of the Department of Education, Laguna (DepEd). The data were collected from the 32 teachers/advisers of Lumban National High School, Lumban, Laguna. They were collected and analyzed using descriptive statistics such as frequency, mean, standard deviation, and Pearson-r. The school profile of the respondents based on their grade level and school category, there is an equal number of respondents in Grades 7, 8, 9, and 10. Since all respondents from these grades are from the same school, they all fall under the same school category. Curriculum and implementation compliance, delivery process, assessment of learners’ development, supervision of homeroom guidance implementation, and administrative concerns received a verbal interpretation of Very Great Extent. The teachers’ physical, social, emotional, and spiritual well-being was verbally rated to a Very Great Extent. The results indicate the no significant relationship exists between these variables; hence, the null hypothesis stating that There is no significant relationship between the extent of implementation of the Homeroom Guidance Program and teachers' well-being, was accepted. This implies that the teachers’ well-being is developed in different ways. Each teacher has their own way of enhancing their well-being, primarily physical, emotional, social, and spiritual. The teachers’ well-being depends on their cultural background or origin. Attending workshops and seminars also contributes to the development of the teachers’ well-being. Therefore, it may be claimed that there is no significant relationship between the extent of implementation of the Homeroom Guidance Program and teachers' well-being. The curriculum planner may revisit the program for areas of improvement to support the teachers’ well-being. School heads may intensify prioritizing the well-being of teachers to ensure a holistic and supportive approach toward enhancing the overall educational environment.