One of the importance of curriculum is to describe how students should learn in a systematic and intentional way that encapsulates the fundamental skills and learning areas. Spiral curriculum describes how knowledge being transcribed and organized in various ways of thinking in order to the student gains deeper knowledge on the topics. Bruner’s, (1966). This study aimed to examine the status of K-12 Science and Mathematics spiral curriculum implementation at Datu Saudi Uy Ampatuan Memorial National High School, Maguindanao Del Sur Division. Thus, it utilized qualitative case study approach patterned on Clarke & Braun, (2017). Thematic Analysis. (TA) that provides a meticulous analysis of data with small group of people who were purposely chosen in order to explicate and delineate the experiences in the phenomena. Thus, the study revealed that, the preparations of the school administrators and teachers in the implementation of the spiral curriculum were Designing Course Outline, Utilizing all Available Resources. Hence, the challenges and problems encountered by the school administrators and teachers in the implementation of Spiral Curriculum in Science and Mathematics were Less Support from the Administration, Insufficient Educational Resources, Lack of Technological Capacity Building, Mastery of Subject Matter, Low Level of Students Performance, and Congested Topics. Moreover, the coping mechanism of the teachers were, Use of Personal Fund and Resources, Resourcefulness, Pursuing Post Degree Program, Contextualization, Differentiated Instruction, Most Essential Learning Competencies. The study demonstrates the importance of spiral curriculum on the students’ active engaging learning. Furthermore, teachers faced challenges on the lack of resources and educational materials in the implementation of the curriculum. Paper suggested that, the department of education may conduct various training programs for the school administrators and teachers in response to the effectiveness of the curriculum.