This study assessed the extent of practice of teaching styles among public elementary school teachers in District IV-A, San Carlos City Division, for the School Year 2025–2026. Specifically, it examined the extent of practice in the areas of Expert, Delegator, Facilitator, Formal Authority, and Personal Model as perceived by teachers and school heads; determined whether a significant difference existed between their perceptions; identified the degree of seriousness of problems encountered by teachers in practicing these teaching styles; and proposed an action plan to strengthen their implementation. The study employed a descriptive-comparative research design involving 112 teachers and 7 school heads from seven public elementary schools selected through purposive sampling. Data were gathered using a validated structured questionnaire adapted from Grasha’s Teaching Styles (2016) and were analyzed using Average Weighted Mean and independent samples t-test at the 0.05 level of significance. Findings revealed that the teaching styles were generally often practiced across the five areas. There was no significant difference between the perceptions of teachers and school heads regarding the extent of practice. The problems encountered by teachers were moderately serious, indicating manageable but notable challenges in implementation. Based on the results, an action plan was proposed to further strengthen the effective practice of teaching styles in public elementary schools.