Multigrade teaching is a widely implemented instructional approach in rural and remote areas, yet its effectiveness depends on various factors, including teacher qualifications, training, resource availability, and instructional strategies. This study aimed to examine the factors influencing the effectiveness of multigrade teaching in the elementary schools of Can-Avid District using a descriptive-correlational research design. A total of 28 multigrade teachers participated in the study, with data collected through a structured survey questionnaire. Descriptive statistics and Pearson correlation were used to analyze the data. Results revealed that most teachers held only a bachelor's degree, with limited specialized training in multigrade instruction. The effectiveness of multigrade teaching was rated as moderately effective, with strengths in classroom management but challenges in instructional material availability and student engagement. Statistical analysis showed a significant relationship between teacher training and resource availability with the perceived effectiveness of multigrade instruction, highlighting the need for enhanced professional development and increased access to teaching materials. This study underscores the importance of targeted training programs, improved instructional resources, and policy interventions to support multigrade teachers. Addressing these gaps can lead to improved teaching effectiveness and better learning outcomes for students in multigrade settings. Future research may explore longitudinal studies and intervention-based approaches to further enhance multigrade education.