This study was on Qualifying Examination. It aimed to construct and developed a prototype qualifying examination for students who wish to major Filipino. The study followed the Product Development Cycle as suggested by Popham and Baker. These are: Instructional Specifications, Item Validation, Product Development, Product Try-out, and Product Revision. Using the descriptive developmental research design, the following were identified: for the content of the final form of the qualifying examination for Filipino majors were on the following: Batayang Kaalaman sa Komunikasyon has twenty-three (23) items or 21.90%, mga Batayang Kaalaman sa Pagsulat at Pagbasa has two (2) items or 1.90%, Pagkilala sa Batayang Istruktura at Hulwaran ng Organisasyon sa Iba’t ibang Genre ng Teksto has ten (10) items or 9.52%, Iba’t ibang paraan ng Pagpapalawak ng Bokabularyo has fourteen (14) items or 13.33%, mga Kasanayan sa Pag-unawa has seventeen (17) items or 16.20%, and, Pagbasa at Pagsulat sa Iba’t ibang Disiplina has thirteen (13) items or 12.39% with a total number of items of one hundred five (105) or 100%. On the basis of item distribution, the researcher followed Bloom’s Taxonomy of Objectives in formulating the questions. These are the following: Remembering (Knowledge) has twenty-five (25) items or 23.81%, Understanding (Comprehension) has twelve (12) items or 11.43%, Applying (Application) has twelve (12) items or 11.43%, Analyzing (Analysis) has twenty-five (25) items or 23.81%, Evaluating (Evaluation) has twenty (20) items or 19.04%, and lastly, Creating (Synthesis) has eleven (11) items or 10.48%. The researcher used Multiple Choice Type of test as the format for the qualifying examinations. Further, the 3-point rating scale was used in validating the content and face validity of the qualifying examination. The test established a high content validity of 2.36 and face validity at 2.71.