25 Volume 8  Issue No. 1 ASIA PACIFIC HIGHER EDUCATION RESEARCH JOURNAL ABSTRACT Students’ satisfaction refers to the short-term perception of learners on certain indicators. The objective of this study is to determine the satisfaction level of 277 purposively selected senior high school (SHS) graduates in the Philippines using six indicators. Findings from the online survey, the following means: assessment (M=3.31); revealed alignment to the track (M=3.22); pedagogy (M=3.20); content (M=3.14); school facilities (M=3.10) and instructional materials (M=2.98). These result shows that the respondents were satisfied in assessment, and least satisfied in instructional materials available. Life and Career Skills such as real-life experiences, confidence/leadership skills, initiative and interaction with others manifested as best practices, while inefficiency of teaching personnel, inadequate track information, insufficient number of teaching personnel and crowdedness exhibited as challenges experienced. This study recommends including qualification and characteristics of teachers, availability of technology, alignment and feedbacks of SHS graduates from the working force and enrolling in technical –vocational course. Satisfaction of Senior High School Graduates on Senior High School Tracks: Opportunities and Challenges Josephine E. Tondo and Myla E. Detecio Faculty of Science, Technology and Mathematics, College of Teacher Development, Philippine Normal University, 1000 Manila, Philippines ARTICLE INFORMATION Article History: Received: April 16, 2019 Received in revised form: July 27, 2021 Accepted: August 3, 2021 Keywords: assessment, content, instructional material, pedagogy, students’ satisfaction *Corresponding author: Josephine E. Tondo (tondo.je@pnu.edu.ph) Introduction Quality and accessible education for all is a global priority. As mentioned by UNESCO in the study of Giovetti and McConville (2020), there is a possibility to eradicate poverty if all the students in low-income countries have access at least - in basic reading skills in an effort to make higher education more inclusive, attractive and globally competitive; most countries in the world require a minimum of 12 years of basic education as a requisite to a university. For instance, the Washington Accord (1989) requires a minimum of 12 years of pre-university education for the recognition of professionals in the field of engineering, while the Bologna Process (1999) also appreciates a minimum of 12 years of pre-university education to be