The study determined the extent of implementation of the Outcomes-Based Education in Mathematics teaching in Bohol Island State University – Calape campus. Methodological triangulation was employed by descriptive means – survey, documentary analysis and focused group discussion. The findings showed that Mathematics teachers of Bohol Island State University – Calape campus practiced or complied to an average extent the competencies for outcomes – based learning program / syllabus design, curriculum implementation or strategies, and assessment. The lack of orientation or training on Outcomes – based Education was one of the major constraints identified on the implementation of outcomes – based Mathematics teaching. The identified areas for development served as basis for the proposed faculty capability building programs for the mathematics teachers of BISU – Calape. It is therefore recommended that the faculties handling the mathematics courses would undergo reorientation session or a series of continuing faculty development sessions on the implementation of outcomes-based education to add-on to the achieved competencies, specifically on syllabus design; instructional alignment, instruction and assessment, and assessment of learning. Similar studies could be conducted for other colleges, other learning areas and/or for the entire university.