This study examined the factors that affect the integration of Outcomes-Based Education (OBE) in the Home Economics (HE) education curriculum of the Technology and Livelihood Education (TLE) program of a State University in the northern part of the Philippines. Descriptive survey and qualitative design were deployed to gather, analyze, and interpret data, which were deemed significant to the study. These research methods involved questionnaires, interviews, observations, and document investigations. The unit of analysis, which was purposively selected, was the students and faculty of the HE department under the TLE program. Results disclosed that there is little understanding of the new paradigm shift--OBE; there are limited instructional resources for the faculty; laboratory equipment were inadequate; and physical facilities available do not maximize the competencies required by OBE. Therefore, the researchers proposed the formulation of a new set of educational objectives, and the design of an action plan for the succeeding five years, in order to solicit necessary budget allocation from the government funding agency. This effort will address the identified gaps in the delivery of the OBE curriculum, specifically in upgrading physical resources and instructional materials. In addition, personnel involved in curriculum implementation should undergo seminars and trainings so that they could translate theories and concepts into practical skills and lifelong learning, which are needed for global marketability in the 21st century.