This study investigated the relationship between student feedback, faculty teaching effectiveness, and student learning outcomes at UPHS Jonelta campuses. Using a descriptive-correlational research design, data were gathered from 372 students across different campuses through standardized and researcher-made survey instruments. Results showed that student feedback on teacher performance, teaching-learning processes, and classroom management was rated as excellent (Cronbach’s α = 0.973). Faculty teaching effectiveness, assessed through engagement, clarity, and adaptability, was found to be very high (Cronbach’s α = 0.770). Similarly, student learning outcomes in terms of achievement, retention, competency, and application were very high (Cronbach’s α = 0.984). Correlation analysis revealed a moderate correlation between student feedback and teaching effectiveness (r = 0.743, p = 0.000), as well as between student feedback and student learning outcomes (r = 0.702, p = 0.000). Moreover, a high correlation was found between teaching effectiveness and student learning outcomes (r = 0.808, p = 0.000). Regression analysis indicated that student feedback on the teaching-learning process significantly predicted student learning outcomes (β = 0.538, p = 0.000), whereas teaching effectiveness had a weaker predictive value (β = 0.267, p = 0.000).** Based on these findings, the TULAY (Transforming University Learning and Advancement for the Youth) Action Plan was developed to enhance faculty development, instructional innovations, student engagement, and technology integration.