In small, remote schools, one teacher often manages students from multiple grade levels within a single classroom. To ensure that these students receive a quality education, effective teaching methods and solid support from the institution are crucial. This research focused on the teaching practices and the level of support available in multigrade classrooms within the Schools Division of Quirino. The study explored various aspects of teachers’ backgrounds, including their education, training, and experience. It also assessed their teaching strategies in key areas and examined how these practices related to the support they received. Data came from 117 multigrade teachers, who responded to a well-crafted survey. Results showed that teachers frequently excel in key teaching areas such as preparation, lesson delivery, classroom control, and providing extra help or challenges for students. Generally, they felt supported by their schools, particularly in leadership, resources, professional growth opportunities, and community ties. Yet, they pointed out a lack of funding from local government for further education as a significant issue. The study found no major differences in teaching practices based on teachers’ backgrounds, except in how they delivered lessons and managed classrooms. Additionally, the link between teaching methods and institutional support appeared weak. These findings underline the dedication and skill of multigrade teachers and suggest that ongoing professional development and stronger support from schools and local governments are vital to enhancing multigrade education.