This study examined the level of awareness, extent of integration, and challenges in the implementation of Republic Act No. 11313 among public high school teachers in Cordon, Isabela. Utilizing a descriptive-comparative quantitative research design, the study involved 106 respondents selected through stratified random sampling. Data were gathered using a validated survey questionnaire covering demographic profile, awareness level, integration practices, and implementation barriers. Statistical tools such as frequency, percentage, weighted mean, independent samples t-test, and one-way ANOVA were employed for data analysis. Findings revealed that teachers are “Very Aware” of RA 11313, with the highest awareness in general knowledge and institutional responsibilities. The extent of integration was also rated as “Always Integrated,” particularly in classroom management and student interaction, indicating that gender-sensitive and safe space principles are consistently applied in instructional practices. However, assessment-related integration was relatively lower compared to other dimensions. Further analysis showed that years in teaching, plantilla position, and seminar attendance significantly influence the extent of integration, while age and sex generally do not. In terms of challenges, respondents “Strongly Agreed” that insufficient training, limited student awareness, lack of resources, and curricular constraints are the most pressing barriers to effective implementation. Overall, the study concludes that while awareness and integration of RA 11313 are high among teachers, effective implementation is hindered by structural, instructional, and socio-cultural challenges. The findings highlight the need for sustained professional development, improved institutional support systems, and strengthened policy enforcement to ensure full realization of safe and gender-responsive learning environments in schools.