This study intended to design a contextualized pupil empowerment model based on the Youth Formation Programs, Projects, and Activities (PPAs) of Supreme Pupil Government (SPG) among public elementary schools. Specifically, it attempted to determine the performance rating of the following as revealed by the Key Result Areas of Division Youth Formation Coordinators, School Heads, Teacher-Advisers, and SPG Officers; to determine the level of implementation of the Youth Formation PPAs; to find out the variations of the level of performance of the respondents; to identify the significant relationship between the performance rating of respondents and the level of implementation of the PPAs; to explore the extent of implementation the PPAs of the SPG; and to design a Contextualized Pupil Empowerment Model. The researcher selected the respondents through criterion sampling. They were composed of all three Youth Formation Coordinators of the School Division Office of Laguna, 24 School Heads, 24 SPG Teacher-Advisers, and 168 SPG officers in all central schools of the Schools Division of Laguna. This study used Sequential Explanatory Mixed Method Research Design subsequently quantitative data were collected first before the collection of qualitative data. In quantitative data, correlational research design was employed utilizing adopted and modified questionnaires. Phenomenological research design was employed in gathering the qualitative data utilizing a validated semi-structured interview guide anchored on CIPP Model. It found out that there is very weak correlation between the performance rating among the groups of respondents and the level of implementation of PPAs but there is a significant relationship. It also revealed that the mandated PPAs are not well implemented in the public elementary schools. Based on the quantitative and qualitative results, a contextualized pupil empowerment model for the Supreme Pupil Government in the Schools Division of Laguna has been developed.