This study assessed the National Learning Camp (NLC) Science curriculum to develop a contextualized implementation plan for Tumog National Agricultural and Trade High School. It profiled 18 students and 2 teachers based on age, sex, socio-economic status, and access to science reading materials; evaluated their science performance; and examined curriculum strengths, weaknesses, and effective assessment methods. Findings showed most students were females aged 13-15 from low-income families. Overall science performance was rated “Good” in various dimensions. Significant age-based differences were found in cognitive development, international and cultural context, school resources, and challenges, suggesting the need for age-specific curriculum adjustments. Strengths included clear objectives, real-world applications, and 21st-century skill alignment, while weaknesses involved subjective evaluations and resource shortages. Teachers recommended output-based assessments, clear assessment criteria, sufficient resources, teacher training, and inquiry-based learning. These recommendations aim to enhance the NLC Science curriculum's effectiveness for diverse learners and educators.