This study illuminates the decisive factors influencing learner completion rates within the Alternative Learning System Accreditation and Equivalency (ALS A&E) program in the Division of Bukidnon. Despite the program’s intent to provide educational opportunities outside conventional classrooms, persistently low completion rates indicate underlying challenges. This research employed a quantitative, descriptive design, surveying approximately 400 participants across 30 school districts in 20 municipalities. Utilizing a researcher-developed questionnaire distributed via Google Forms, the study captured data regarding demographic profiles. It assessed influences spanning individual personality traits, interpersonal skills, community environment, teacher competence, and learners’ academic performance. The findings reveal that completion rates are significantly affected by a confluence of factors. Key among these are intrinsic personality traits such as conscientiousness, openness, agreeableness, and intrinsic motivation, alongside robust interpersonal skills including communication, teamwork, empathy, and leadership. Additionally, the availability of community resources, peer and familial support, and teacher competencies—extending beyond academic proficiency to include personal attributes and classroom management—are pivotal. The learners’ academic
behaviors, especially consistent study habits, interest alignment, and vocabulary acquisition, also hold considerable sway over program completion. The study
further identifies meaningful correlations between these factors underscoring the necessity of a holistic educational approach. Considering these insights, the
research advocates multifaceted strategies to bolster completion rates, emphasizing personalized learner support, enhanced interpersonal skills development, community engagement, comprehensive teacher training, academic guidance programs, and continual, holistic program evaluation.