This study examined the relationship between contextual factors and the academic performance of Senior High School (SHS) learners enrolled in the Technical-Vocational-Livelihood–Home Economics (TVL-HE) strand in Carranglan District, Nueva Ecija. Specifically, it analyzed the extent to which personal, socio-economic, and institutional factors relate to students’ first-quarter grades in Food and Beverage Services. A quantitative descriptive-correlational design was used, involving purposively selected Grade 12 learners from three public secondary schools. Data were collected using a validated Likert-scale questionnaire and analyzed through descriptive statistics and Pearson product-moment correlation. Results indicated that all contextual factors were rated at a “good” level. Learners demonstrated high academic performance, with the majority obtaining excellent grades. Correlation analysis revealed significant positive relationships among personal, socio-economic, and institutional factors, with the strongest association observed between personal and institutional variables. Moreover, all factors were significantly associated with academic performance, with socio-economic factors showing the strongest dimension. The findings emphasize the multidimensional nature of academic achievement, highlighting the combined influence of individual attributes, socio-economic conditions, and strengthened institutional support systems. These results suggest the need for integrated, evidence-based interventions that address socio-economic disparities, strengthen institutional mechanisms, and foster learner-centered support to improve academic outcomes in the TVL-HE program.