This correlational study aimed to examine the proficiency levels of Grade VI pupils in solving mathematical word problems in Calbayog District II, Division of Calbayog City, Philippines. The study investigated the relationship between pupils' mathematics proficiency levels and various teacher variables, including age, sex, civil status, educational attainment, teaching experience, and relevant trainings attended. Additionally, the study explored the extent to which mathematics teachers employed different approaches in solving word problems and identified the problems encountered by pupils during problem-solving activities. The findings revealed that the mathematics proficiency levels of Grade VI pupils were significantly related to their teachers' sex, educational attainment, and relevant trainings attended. However, no significant relationships were found between proficiency levels and teachers' age, civil status, and teaching experience. The analysis also indicated that teachers' age significantly influenced their use of systematic listing, logical reasoning, and number sentences as problem-solving approaches. In contrast, teachers' sex was found to significantly influence their use of guessing and checking, systematic listing, logical reasoning, working backward, and number sentences, while their civil status did not significantly impact their approach selection. Furthermore, teachers' educational attainment was significantly associated with their use of guessing and checking, logical reasoning, and number sentences, whereas teaching experience only influenced the use of drawing pictures/graphs, looking for patterns, guessing and checking, systematic listing, and number sentences. Teacher training, on the other hand, was found to significantly influence the use of logical reasoning and working backward. Regarding pupils' mathematics proficiency, the study revealed a significant relationship between their proficiency levels and their teachers' use of various problem-solving approaches, except for guessing and checking. These findings suggest that pupils' proficiency levels are influenced by certain personal variables of their teachers, and the limited use of different problem-solving approaches may contribute to their strong proficiency in mathematics. Based on the conclusions drawn from the study, it is recommended that mathematics teachers actively engage in learning and incorporating various problem-solving approaches into their teaching practices. Participation in seminarworkshops focused on enhancing problem-solving strategies is highly encouraged. By equipping teachers with a broader range of approaches, the mathematics proficiency levels of pupils can be further enhanced, leading to improved overall learning outcomes in mathematical word problem solving. This study has implications for teacher education programs of Philippine Higher Education Institutions.