This study examined the level of proficiency of Grade 7 learners in agricultural practices and entrepreneurial knowledge under the Revised K to 12 Curriculum and developed a contextualized lesson exemplar to enhance instruction. Using a descriptive research design, data were gathered and analyzed through average weighted mean (AWM) to determine learners’ competencies across key domains. Findings revealed an uneven level of proficiency among learners, ranging from proficient to not proficient. Learners demonstrated proficiency in foundational agricultural knowledge (AWM = 2.64) and safety procedures in farm operations (AWM = 3.12). However, they were less proficient in the use of agricultural tools, implements, and equipment (AWM = 1.85) and crop production practices (AWM = 1.93), and not proficient in harvesting and post-harvesting practices (AWM = 1.60). Overall, agricultural and entrepreneurial competencies were rated not proficient (AWM = 2.23). The results further indicated that learners face significant challenges in applying agri-entrepreneurship concepts due to limited hands-on experiences and insufficient exposure to real-life agricultural activities. Despite these gaps, the study identified strong opportunities for contextualized and experiential learning through the use of local resources and community practices. Learners’ existing strengths in agricultural awareness and safety provide a foundation for community-based engagement. In response, a contextualized lesson exemplar was developed to improve instructional effectiveness by integrating practical, localized, and experience-based activities. The study concludes that enhancing experiential learning and strengthening school-community partnerships are essential to improving learners’ agricultural competencies and entrepreneurial readiness. It recommends the adoption and continuous refinement of contextualized instructional materials to support meaningful and sustainable learning outcomes.