Eastern Visayas State University (EVSU) is committed to providing a high-quality public education system. As such, the College of Education offers professional development programs known as Pre-service Education of Teachers (PET) and In-service Education of Teachers (INSET) to close the growing gap between learners' needs and expectations and the knowledge and skills of new and experienced teachers. The researchers wish to determine whether the competencies outlined in the National Competency Based Teacher Standards (NCBTS), as reflected in the CMO n30, s2004, are actually adhered to by faculty and teacher education administrators at EVSU's various external campuses when implementing the Field Study Courses reflected in their curriculum. The researchers wish to determine the level of awareness of teachers and administrators at EVSU regarding the desired Learning Competencies of the Field Study Courses as defined in CMO No. 30; the level of implementation perceived by faculty; and the differences in perceptions of respondents regarding awareness and implementation of the Field Study Courses. The researchers developed a questionnaire for the six Field Study Courses based on the competences defined in CMO # 30 S, 2004. The research instrument was divided into two sections; Part I requested information about the respondents' personal and professional backgrounds, including their name, age, sex, civil status, academic rank, major field of specialization, subject taught, department, and campus. On the other hand, Part II of the questionnaire focused on the competencies of Field Study Courses, in which respondents were asked to provide their perspectives on the extent to which they were aware of and implementing field Study Courses at Eastern Visayas State University. According to the study, the following occurred: 1.) Faculty-respondents' awareness of Field Study Courses was extremely high (to the fullest extent) in all five FS, but extremely high (to the fullest extent) in FS 3. 2.) In terms of respondents' perceptions of the implementation of FS Courses, the study revealed a "complete extent," which is favorable. 3.) There is a significant difference in perceptions regarding the level of knowledge and implementation of FS Courses on F 2 and 3, but none of the remaining FS Courses obtained t-values that could be classified as significant at the.05 level. 4.) While respondents identified numerous issues with the execution of FS Courses, they also made important recommendations to improve the course offering.