The study investigated the level of acceptability of the One-Stop PReP as an automated progress report program among senior high school teachers in the Schools Division of Roxas City. It aimed to address the crucial need for timely and accurate academic progress reports to support student learning. The lack of a unified automated learner’s progress report program in the division prompted the development of the One-Stop PReP as an innovative intervention to respond to the needs of the teachers. Employing a descriptive research design, the study involved 70 out of 86 senior high school teachers chosen through stratified random sampling. Data collection instruments included the Personal Data Sheet for demographic information and the Software Characteristics Questionnaire by Dy et al. (2013) to assess the acceptability of One-Stop PReP. Statistical analyses used were frequency counts, percentage, mean, standard deviation, t-Test for independent means, and One-Way ANOVA, with a significance level set at 0.05. Findings revealed that the One-Stop PReP is highly acceptable in terms of reliability, efficiency, accuracy, user friendliness, and security. The overall level of acceptability was consistent across the different demographic profiles of the teachers. There were no significant differences in the level of acceptability based on sex, age, civil status, teaching experience, and educational attainment. The program demonstrated potential to streamline grade computation and form completion for academic progress reporting. Despite its commendable acceptability, the study highlighted the necessity for continuous improvements guided by user feedback and technological support for optimal implementation and utilization to contribute in achieving the Department of Education intermediate outcomes in terms of Governance as one of its enabling mechanisms ensuring that human resources are competent and continuously improving as well as the realization of the MATATAG agenda in taking steps to accelerate the delivery of basic education services and provision of facilities. Recommendations included provision of technical support, development of video tutorials, and exploration of additional areas for program enhancement and implementation.