This study examined the pilot implementation of the General Mathematics course under the Strengthened Senior High School Curriculum at Santiago City National High School. Using a thematic qualitative research design, data were collected through semi-structured interviews with teachers and administrators and focus group discussions with students. The findings revealed that while the curriculum was generally perceived as relevant and logically structured, challenges emerged related to extensive content coverage, fast-paced lessons, limited learning resources, and varying student preparedness. Teachers employed learner-centered strategies, contextualized instruction, and ICT integration to enhance comprehension, yet highlighted the need for continuous professional development and additional resources. Students reported difficulties in retaining formulas and understanding complex concepts but noted increased engagement and confidence when lessons were clearly explained and connected to prior knowledge. Administrators emphasized structured support mechanisms, monitoring, and adherence to DepEd policies, though constraints in resources and stakeholder awareness were identified. Based on these findings, recommendations were proposed for teachers, students, administrators, parents, and DepEd to strengthen instructional delivery, learning outcomes, and curriculum effectiveness. These measures aim to improve pacing, provide adequate resources, support differentiated learning, and ensure systemic support for successful implementation.