Abstract: This research determined the effectiveness of Project PROBE (Providing Research-Based Opportunities for Better Education) in addressing gaps on teachers’ research capabilities and utilization. Parameters were based on the School PPA Evaluation Tool from a total population of 25 teachers who were the recipients of the project. Through descriptive research design, findings from the evaluation of Project PROBE for the school year 2020 – 2021 were collected and interpreted using weighted mean and analysis of emerging themes. Data suggested that Project PROBE is highly evident as it obtained the overall mean score of 4.92 for Goals and Objectives; 4.99 for Relevance; 5.00 for Time Management; 4.96 for Student Participation; 4.92 for Internal and External Stakeholders Participation; 5.00 for Management of Resources; 4.95 for Effectiveness to Learning Outcomes Results; and 5.00 for Documentation/Accomplishment Report. Further, this is validated by the comments and suggestions provided by the respondents in the assessment of GFINHS PPA Evaluation Tool. Relatively, the outcome is consistent with a multitude of research that suggested that despite the pandemic, educators continuously seek resiliency and education reform. They acknowledged that research skills are critical to sustainable and lifelong learning. Hence, being teachers as researchers, they are innovators, curriculum drivers, agents of school transformation, and directors of their own professional growth. It can also be suggested that this study is vital for opening a better and greater avenue to recognize teachers’ efforts and contributions to the field of research. It will also help in bolstering education environment that spearheads innovations and practices which are evidenced-based for a wider community of greater benefit. you can type your own text. Keywords: teacher-research, research capabilities, research utilization, education research