INTRODUCTION:Education has been strongly viewed as the pillar of national development and the primary avenue for social welfare and economic mobility in developing nations (UNESCO Report, 2014; Petrosino, Morgan, Fronius, Tanner-Smith, & Boruch, 2012). In the Philippines, when Benigno Aquino III became the President in 2010, he made it a priority to add two years to the basic education to give the Filipino children an even chance at succeeding and meeting the demands of the 21st century; which suggests that the country's basic education system must undergo reforms. To align with the current administration's commitment, the Department of Education prepared the K-12 Basic Education Program with the aid of various international organizations and members of the private sector (Department of Education, 2012). The Enhanced Basic Education Act of 2013 or Republic Act 10533 came into Law on May 15, 2013 which enabled the implementation of the K-12 program nationwide (Official Gazette, 2013). The change in the education cycle and the implementation of the Enhanced Basic Education Program or K-12 is beset with oppositions, challenges, issues, controversies and inquiries on its effectiveness, implementation, and transition. Loopholes to the implementation are causing worries and fears to various stakeholders particularly the employees of the higher education sector due to the perceived downsizing implication to their employment (Cruz, 2013; CHED, 2015; Shahani, 2015).Before the K-12 program has been enacted into law, debates between and among law makers, educators, parents, and community members, alike, were at the forefront of the heated discussion about this educational reform as their bone of contention. Few have expressed their opposing views while others believed that the K-12 program is packed with benefits. Confirming to this view, there are studies that revealed positive responses towards the K-12 program. These studies believe that the added years in the basic education system is viewed for the holistic development of the 21st century learners equipped with necessary life skills that can contribute to the economic and social development of the family and community (Cabansag, 2014). It is argued that the K-12 program is not only an educational reform purposively for adopting change to be at par with the international demand and global competitiveness but it is also believed that in order for a nation to be in the pedestal of the global arena, reform should start from the education sector and the rest will follow. This also enables the new-breed of Filipino graduates to become globally competitive which leads to better employment opportunities in the country or abroad (Crisol and Alamillo, 2014). The positivity shown in these studies suggests readiness for change.This study posits a challenge to all Filipinos in all walks of life upon which the researcher tries to ponder upon and gets inspired of. Although readiness for change has been conceptualized in various and in different fields, some elements are common to all (Rogers, 2003; Adelman and Taylor, 2003). This research attempt, looked into the readiness of higher education faculty members to adopt the new program. It examined their engagement in preparing alternatives for the anticipated impact brought about by the implementation of the new K to 12 curriculum. Such undertakings are considered vital to facilitate readiness for change (Howley, 2012). Since, educators are valued as critical partners to ensure sustainable implementation of the K-12 program; determining their readiness to adopt the new system can assist in building a strong momentum to best pursue reform. Their preparations for readiness demonstrate active involvement to ensure a smooth transition and successful implementation of the country's biggest education reform agenda. The purpose of this phenomenological inquiry is to capture the entire scenario of K-12 readiness among faculty members of selected Higher Education Institutions (HEIs) in the Philippines. …