This study was conducted during the School Year 2025–2026 to examine the relationship between enabling factors and barriers influencing enrolment in the Alternative Learning System (ALS) among selected barangays in Diffun District I and District II, Diffun, Quirino. Identifying the factors that encourage or hinder participation in ALS is essential for improving program implementation and expanding access to alternative education. The study adopted the Input–Database–Based Decisions (IDBD) model as a framework for generating data-driven recommendations to strengthen ALS implementation in the locality.  A descriptive–correlational research design was employed. Data were collected using a structured questionnaire and analyzed using frequency counts, percentages, means, t-tests, Analysis of Variance (ANOVA), and a four-point Likert scale. The respondents consisted of out-of-school youth (OSY) residing in selected barangays in Diffun District I and II. The study examined their demographic characteristics, motivations for enrolment, and perceived barriers to participation in the ALS program.  Findings revealed that intrinsic, extrinsic, and social motivations significantly influence the participation of out-of-school youth in ALS. Among these factors, the strongest motivation identified was the desire to complete basic education, followed by the opportunity to improve employment prospects and pursue further education or skills training. Economic challenges, particularly the need to work and financial limitations, were found to moderately affect participation. However, respondents generally did not perceive geographical, family-related, personal, or institutional barriers as major obstacles to enrolment.  Furthermore, demographic variables such as age, educational attainment, employment status, distance from the learning center, and previous school attendance were not found to have a significant effect on motivation levels. Overall, the findings indicate that ALS is viewed positively by participants and continues to serve as a valuable alternative pathway for completing basic education among out-of-school youth.