This study shows the effectiveness of multigrade instruction in-line with the K to 12 curriculum standards. Multigrade is a context wherein the teacher handles two or more grade levels in a single classroom setting. The paper utilizes the descriptive correlational method that tests the significant relationships and differences affecting the teacher’s profile and delivery of instruction towards students’ academic performances (AP). The statistical treatments used are the Weighted Mean, Linear Regression, and Ttest of the mean difference. The anticipated outcome of this study is the teacher’s delivery of instruction based on the multigrade Daily Lesson Log (DLL) affecting students AP. Results revealed that 14.9 % contribute the increase of academic performance in multigrade teacher despite from the complexity of this context, the multigrade students still learned from TeachingLearning Process. The findings are used to prove the effectivity of multigrade instruction in-line with K to 12 curriculum standards to strengthen the progress of teacher’s instruction in upholding the foundation of Education of the multigrade learners in the far-flung areas in the future.

Keywords : Multigrade Instruction, Curriculum, Kto12 Standards, Effectiveness, Far-Flung areas.