This study examined the profile, readiness, and instructional competence of ARAL Tutors in the Camalaniugan District’s Academic Recovery and Accessible Learning (ARAL) Program. It focused on describing the respondents’ personal and professional characteristics and determining their level of readiness and instructional competence in implementing ARAL interventions. The study employed a descriptive research design, utilizing a validated survey questionnaire administered to 45 ARAL Tutors. Data were analyzed using appropriate descriptive statistical tools. Findings revealed that the ARAL Tutors generally demonstrated a “Ready” level of readiness and a “Competent” level of instructional competence, indicating adequate preparation and teaching capability in delivering ARAL interventions. Strengths were evident in resource preparation, familiarity with ARAL guidelines, classroom management, assessment and feedback practices, and learner engagement. However, training and professional development emerged as a relatively weaker area of readiness. Overall, the results highlight the importance of strengthening continuous professional development to further enhance teacher readiness and instructional competence. The findings provide essential baseline data that may serve as input in designing targeted capacitation programs to improve the implementation of the ARAL Program.