This study investigates the relationship between public elementary school teachers' ICT (Information and Communications Technology) literacy and their students' learning outcomes in Oras West District. Employing a quantitative descriptive-correlational research design and total enumeration sampling, data was collected from teachers using a researcher-designed survey. The survey assessed teachers' self-reported ICT proficiency across various digital tools and their perceptions of student learning outcomes in mathematics, science, language, problem-solving skills, and digital literacy. Findings revealed that teachers perceive their ICT literacy and student learning outcomes as generally neutral. Furthermore, statistical analysis indicated no significant correlation between teachers' ICT literacy levels and their students' perceived learning outcomes. The study recommends targeted professional development for teachers, further investigation into factors influencing student learning outcomes, and exploration of alternative ICT integration approaches.