While established educational pathways exist in many nations, the Philippines offers a unique opportunity to investigate the development of entirely new ones. Prior to the 2010s, compulsory education only extended through grade 10, with all students on a general track. The implementation of the 2013 Enhanced Basic Education Act significantly altered this system. It extended the basic education cycle to 12 years and introduced the Technical-Vocational Livelihood (TVL) track as an alternative to the traditional academic track during the final two years. This study explores the determinants influencing the implementation of secondary TVL tracks in the Philippines, while also focusing on how stakeholders perceive its viability as a pathway to postsecondary vocational training and employment. The research draws upon Najam's (1995) "5C" framework, which posits that policy implementation is influenced by five key dimensions: content, context, commitment, capacity, and clients. This framework guides the exploration of how these factors interact and impact the realization of the TVL track. A qualitative research approach is employed, utilizing data from interviews and focus groups conducted with key stakeholders from both the K-12 and postsecondary education sectors. Additionally, a document analysis of relevant sources from government agencies is undertaken to provide further context. The findings offer valuable insights into the perceptions of stakeholders regarding the TVL track's effectiveness, challenges faced during implementation, and its potential as a viable pathway for students.