This study aimed to determine the capabilities of science teachers and their extent of implementation of the spiral progression approach of the K to 12 curriculum in teaching science specifically in Grade 7 of the public secondary schools belonging to Metro Dumaguete as perceived by the science teachers. It is also intended to find out if these capabilities extent of implementation have something to do with the students' academic performance. This study utilized descriptive and correlational methods of research, using frequency distribution, percentage, weighted mean, and Pearson r for its statistical treatment of data. With the use of a self-made questionnaire, the capabilities of science teachers and their extent of implementation of the spiral progression approach were determined. The science teachers' are highly capable in the implementation of the spiral progression approach. The science teachers have a high extent of implementation of the spiral progression approach in terms of scientific inquiry skills and content and connections and very high in terms of scientific attitudes and values. The extent of capabilities of science teachers is significantly related to their perceived extent of implementation of the spiral progression approach of the K to 12 curriculum in science. The science teachers' perceived extent of implementation of the spiral progression approach in the K to 12 curriculum is significantly related to their profile in terms of educational qualification, relevant trainings and teaching experience. However, age, sex, and field of specialization were found to be insignificant. The science teachers' extent of capabilities on the implementation of the spiral progression approach is significantly relate to their profile in terms educational qualifications, relevant trainings, and teaching experience. Meanwhile, age, sex, and field of specialization were found to be insignificant relationship with the science teachers' extent of capabilities. The extent of problems encountered by the science teachers in the implementation of the spiral progression approach is moderately serious. In general, it can be concluded that the higher the teachers' extent of capabilities in implementing the spiral progression approach under the K to 12 curriculum, the higher is their extent of implementation and the better is the students' performance in science.