The transition from the K-12 curriculum to the MATATAG curriculum marks a vital step in education, which demands effective implementation. This study endeavors to understand how the school heads relate their resilience and strategies to the challenges they faced. A convergent parallel mixed-methods design is used to gather quantitative data through surveys and qualitative data through interviews with school heads and teachers. The results revealed that school heads' resilience and their capacity to handle curriculum-related obstacles were moderately to strongly positively correlated in the areas of emotional intelligence, adaptability and flexibility, and stress management. In managing challenges related to teacher workload, professional development, and administrative support and policy changes, the correlations were even stronger. Additionally, strategic leadership practices such as stakeholder involvement and fostering a collaborative learning environment significantly enhanced the transition process. This implies that addressing transition-related challenges requires clear rules, efficient resource allocation, and continuous professional development. Based on the findings, the research suggests that to facilitate a more seamless transition to the MATATAG curriculum, enhancing leadership opportunities for school heads, enhancing support mechanisms for teachers, and ensuring appropriate resource distribution are crucial. Future research should also investigate longitudinal studies on the effectiveness of leadership practices and curriculum changes to evaluate their long-term impact.