This study examined the status of online Science teaching among Junior High School teachers in the Schools Division of Quirino, focusing on technical aspects, class handling, teacher motivation, and the interventions implemented to address instructional challenges. It also determined the significant relationships among these variables. A descriptive-survey research design was employed involving 39 Science teachers from eight National and Comprehensive High Schools selected through convenience sampling. Data were collected using a validated and reliability-tested questionnaire administered via Google Forms. Weighted mean was used to describe the status of online teaching practices and interventions, while Pearson correlation analysis was applied to test relationships among variables. Results revealed that teachers experienced considerable challenges in technical aspects, particularly unstable internet connectivity and limited digital troubleshooting skills. Class management and motivation were rated as moderate concerns but were influenced by workload demands, preparation requirements, and feedback mechanisms. Despite these challenges, teachers reported strong implementation of adaptive interventions across technical, pedagogical, and motivational dimensions. Significant positive correlations were found among difficulties and among interventions, indicating interconnected effects. The findings highlight the need for integrated professional development, strengthened ICT infrastructure, and institutional support to enhance sustainable online Science instruction.