Learning problems or challenges that arise in every classroom vary depending on the learners’ characteristics or manifestations. Given this scenario, teachers need to develop a learner profile from a variety of sources and synthesize the gathered information to have a comprehensive understanding about the learner. The Department Order No. 44, s. 2021 known as Policy Guidelines on the Provision of Educational Programs and Services for Learners with Disabilities in the K to 12 Basic Education program emphasizes the identification and referral process in the provision of such service to learners with disabilities. Thus, the study covered the Competence, Challenges, and Interventions of Teachers Identification of Learners with Difficulty: Checklist Efficiency and Acceptability. To determine the sample size and to gather data, total enumeration and questionnaire checklists were employed, Further, descriptive statistics, specifically weighted mean was used to analyze the gathered data. Based on the result, the level of competence of teachers in identifying learners with difficulty is competent. The degree of seriousness of the challenges in the identification of learners with difficulty is serious. The respondents perceived that the measures done to address the challenges met is very appropriate. Majority of the respondents agreed on the efficiency in using the checklist and accepted it for the initial assessment of learners with difficulties. Lastly, there’s no part of the tool that is least and most efficient and needs improvement. Based on the findings, the proposed checklists can be utilized by various SNED Program implementers in identifying the learning difficulty of learners.