This study examined the impact of promotion without mastery on learners’ academic performance and classroom management in selected elementary schools of Dolores I District, Eastern Samar Division during School Year 2025–2026. Using a descriptive–correlational design, data were collected from fifty (50) purposively selected Grades 4 to 6 teachers who handled learners promoted despite not fully mastering the required competencies. A researcher-developed questionnaire and class record data were utilized to measure the extent of promotion without mastery, the academic performance of affected learners, and corresponding classroom management challenges. Results revealed that promotion without mastery occurred to a moderate extent, primarily influenced by parental expectations and administrative pressure. Promoted learners demonstrated only fairly satisfactory academic performance, while teachers frequently encountered classroom management difficulties such as lesson pacing adjustments and behavioral disruptions. Correlation analysis revealed no significant relationship between promotion without mastery and academic performance (r = .16, p = .27), but a moderate positive relationship with classroom management challenges (r = .37, p = .009). These findings suggest that while automatic promotion policies aim to reduce dropouts, they may inadvertently compromise classroom efficiency and learning quality when not paired with structured remediation. Strengthening mastery-based assessment and remediation programs is therefore recommended to uphold learner welfare and academic integrity.