In the contemporary educational landscape, the integration of Information and Communications Technology (ICT) has transitioned from a supplementary luxury to a fundamental necessity. This study delves into the ICT competency of public school teachers at Taft National High School in Eastern Samar, Philippines, specifically focusing on their utilization of Google Applications for instructional delivery. As the Philippine educational system navigates the post-pandemic "new normal," the reliance on digital tools like Google Workspace for Education has surged. Employing a descriptive research design, this study surveyed twenty-one (21) teachers to assess their proficiency in Google Classroom, Google Docs, Google Slides, Google Forms, and Google Drive. Beyond mere usage, the inquiry sought to understand the "technological pedagogical" fluency of these educators—how well they can blend these tools with their teaching strategies. The data, analyzed using weighted means and frequency distributions, revealed that the teachers possess an overall competency level ranging from "acceptable" to "highly acceptable." Notably, proficiency was highest in Google Drive and Google Classroom, indicating a strong baseline in learning management and digital resource organization. However, the study also brought to light significant friction points: the persistent need for continuous, targeted ICT training, the scarcity of reliable digital devices, and the perennial challenge of unstable internet connectivity in rural Eastern Samar. These findings paint a picture of a resilient teaching workforce that is adapting to digital demands despite infrastructural constraints. The study concludes that while functional competency exists, moving from "acceptable" usage to transformative digital pedagogy requires sustained professional development and robust infrastructural interventions.