This study examined the influence of the learning environment and clinical supervision on the clinical proficiency of dentistry students in Laguna, Philippines. Utilizing a descriptive-correlational and predictive research design, data were collected through validated instruments assessing facilities, academic climate, and supervisory efficacy. Findings reveal that while students perceive the learning environment as high-quality (mean = 3.05), clinical supervision emerged as a more robust correlate of proficiency (r = 0.585, p <.001). Notably, regression analysis identified clinical supervision as the sole significant predictor of clinical proficiency (b = 0.572, p <.001), whereas the learning environment did not independently predict performance (b = 0.018, p =.908). These results suggest that while physical and institutional resources provide a necessary foundation, the quality of mentorship and instructional feedback is the primary catalyst for technical and diagnostic excellence. The study proposes the "DO IT" action plan to institutionalize structured mentorship and pedagogical training for clinical instructors to optimize dental education outcomes.