This study was conducted to evaluate the localized Learning Resource Material (LRM) for selected Grade 8 Afro-Asian Literature where English Master teachers and teachers I – III from public secondary schools in Cluster III, Division of Laguna which include Pagsanjan, Pila and Santa Cruz districts served as respondents for this study. Specifically, it sought answers to the following questions: What is the mean level of the evaluation made by the Grade 8 English teachers with respect to contents and parts? What is the mean level of the evaluation made by the Grade 8 English Master teachers with respect to its characteristics: physical quality, social consideration, instructional design, suitability, usefulness/usability, attainability and relevance? Is there a significant difference on the evaluation made by the selected Grade 8 English teachers and Master Teachers in Cluster III on the components and characteristics of the localized Learning Resource Material? The study made use of descriptive method of research. A total of (56) fifty-six respondents comprised of (50) fifty English teachers teaching Afro-Asian literature and (6) six English Master Teachers from Cluster III, Division of Laguna composed of Pila with the schools Linga National High School, Masico National High School and Don Manuel Rivera Memorial National High School, Pagsanjan with Unson National High School and Pagsanjan National High School and Santa Cruz with two public secondary schools namely Pedro Guevara Memorial National High School and Gov. Felicisimo T. San Luis Integrated Senior High School were involved.This research made use of questionnaires as the main tool to gather necessary data about the localized Learning Resource Material (LRM) as to its components and characteristics. The over-all weighted means of 4.46 and 4.80 for the content and 4.26 and 4.79 for the parts implies that the components of the localized LRM were evaluated as extremely acceptable. The English Master teachers and the Teachers I-III rated the localized LRM as extremely acceptable in terms of physical quality, social consideration, instructional design, usability, attainability and relevance.