This study examined the relationship between the extent of implementation of the Revised Department of Education (DepEd) Curriculum, also known as the Matatag Curriculum, and its perceived effects on teachers and students in multigrade public elementary schools in the Taft District, Schools Division of Eastern Samar. Using a quantitative, descriptive-correlational research design, the study assessed curriculum implementation in terms of curriculum planning and alignment, teaching strategies, assessment practices, and learning materials used. It also determined the perceived effects of the curriculum on multigrade teachers in terms of instructional workload, teaching effectiveness, and professional development needs, as well as on students’ academic engagement, learning performance, and classroom behavior. Data were gathered through a validated survey questionnaire administered to multigrade teachers who implemented the Revised Curriculum during School Year 2024–2025. Descriptive statistics and Pearson Product-Moment Correlation Coefficient were used to analyze the data. Findings revealed that curriculum planning and alignment were fully implemented, while teaching strategies, assessment practices, and learning materials were moderately implemented. Teachers perceived an increased instructional workload but also reported improved teaching effectiveness and a strong need for continuous professional development. Students were perceived to exhibit very high academic engagement and high levels of learning performance and positive classroom behavior. Results further showed a statistically significant and strong positive relationship between the extent of curriculum implementation and its perceived effects on both teachers and students. The study concludes that effective curriculum implementation enhances teaching quality and learner outcomes in multigrade settings but requires targeted support, contextualized resources, and specialized professional development to address multigrade challenges.