This quantitative research study aims to evaluate the level of preparedness of Grade 10 students for Basic Calculus in the Senior High School STEM strand and explore its implications for chemistry education. The study highlights the importance of understanding prerequisite competencies to avoid conflicts in learning and identifies the least mastered topics through data obtained from teacher-respondents and assessment tests. Specifically, Skills in Factoring, Skills in Solving Equations, and Skills in Solving Trigonometric Identities were found to be the students' least mastered skills, along with difficulties in certain topics under Skills in Solving Arithmetic Operations and Solving Problems Involving Functions. These findings have significant implications for chemistry education, as calculus skills are crucial in comprehending quantitative aspects of chemistry. The study suggests bridging programs and collaboration with math teachers to enhance students' mathematical readiness, ensuring a seamless transition to more advanced chemistry topics. Addressing these implications can lead to improved student performance and engagement in chemistry, ultimately fostering a strong foundation for their future studies and careers in STEM-related fields. Additionally, collaborating with math teachers to reinforce these critical mathematical skills can enhance students' readiness for more advanced chemistry topics and create a more seamless transition from Basic Calculus to chemistry concepts. Ultimately, addressing these implications can lead to improved student performance and engagement in chemistry, ensuring a stronger foundation for their future studies and careers in STEM-related fields.