This research was conducted to determine the teachers' computer literacy and its relationship to their performance in the implementation of the learner information system. This study employed the descriptive method using qualitative and quantitative types of research. The data were gathered using a guide questionnaire which tested the computer literacy of the teachers and a checklist that consists of ten items concerning the tasks to be performed by the class advisers in the Learner Information System (LIS). An intervew was also conducted to find out the problems encountered by teachers in their computer literacy and LIS performance. Data were statistically treated and analyzed using frequency counts, percentage, mean, correlation and Pearson-Chi Square. Findings of the study revealed the following: Fifty five (55 or 30.39%) of the respondents were on the middle adulthood stage, females, were assigned to Grade IV, with 0-5 years teaching experience who have finished Bachelors degree without trainings attended relevant to ICT. Respondents were noted to have moderate computer literacy performance. A highly significant correlation was found between their age, length of service and computer literacy and their LIS performance. Teachers were found to be aware but not totally capable in the use of the LIS. A highly negative significant correlation was noted between their computer literacy and LIS performance. Problems have encountered by teachers that contributed to their computer ability and the implementation of the Learner Information System. An In-Service Training was formulated in order to serve as guide for the Department of Education in improving teachers' computer ability.