This study examined the utilization of teacher-designed interactive activities (TIAs) and their influence on the learning outcomes of Grade 9 students in Technology and Livelihood Education (TLE), particularly in Food Processing, in one secondary school in the Division of Cavite during the school year 2025–2026. The research employed a descriptive–correlational design involving 110 respondents, composed of 30 TLE teachers and 80 Grade 9 students. A researcher-made questionnaire was used to assess the level of utilization of teacher-designed interactive activities in terms of quality and appropriateness, student engagement, alignment with learning objectives, and teacher implementation fidelity. Data were analyzed using weighted mean, paired t-test, and Pearson correlation through SPSS. Findings revealed that the utilization of teacher-designed interactive activities was highly evident across all measured dimensions as perceived by both teachers and students. Results also showed a significant difference in the assessment of teachers and students regarding the utilization of these activities. Moreover, students’ academic performance significantly improved, with mean scores increasing from 14.03 in the pretest to 36.53 in the posttest after the implementation of interactive activities. A significant relationship was found between the utilization of TIAs and students’ learning outcomes. Based on these findings, an instructional plan was proposed to further enhance interactive teaching strategies in Technology and Livelihood Education.