At a time when vocational education is increasingly recognized for its role in creating gainful employment opportunities and stimulating economic growth, this paper studied what higher learning institutions Technical-Vocational students prefer and how academically and skills-ready they are. Specifically, this study focused on the Senior High School students enrolled in the Technical and Vocational Livelihood Track at Buruanga Vocational School regarding the growing importance of vocational education in job creation and national support; this paper considered a critical period when students chose their academic paths. Utilizing a descriptive-correlational research methodology, this research examined the relationship between academic performance, skills preparedness, and higher learning institution preference. Grounded with Vocational Identify Theory to understand how TechVoc students perceived different career alternatives among 50 purposively selected completers. Each student responded to self-report survey questionnaires that revealed the graduate's academic preparedness and interest in various institutions. The results demonstrated a significant relationship between their readiness and preference for the institution. Additionally, the graduates indicate that their performance and literal understanding were lacking compared to their academic track. Hence, the outcomes have confirmed that schools need to check their program levels and outreach with plans to offer higher-level services like the high school career guidance programs for an educated education forecast between academics and careers. This document provides hallmark-witted assortment preparations for strengthening undergraduates for high-level activities, thus preparing vocational schooling to attain a degree.