Abstract: This study investigates the demographic profile and work immersion performance of Grade 12 Senior High School (SHS) students across gender and strands. Conducted at Mindanao Mission Academy during the 2023-2024 school year, the study utilized 362 Grade 12 students, including 118 males and 184 females, enrolled in the Accountancy, Business, and Management (ABM); Humanities and Social Sciences (HUMSS); and Science, Technology, Engineering, and Mathematics (STEM) strands. During the work immersion exposure, students were required to complete an 80-hour work immersion at various partner institutions aligned with their strand, performing department-related tasks and working 8 hours a day. The demographic distribution aligns with national trends showing higher female enrolment in secondary education. Work immersion performance was assessed through self-ratings and supervisor ratings, indicating that students generally perceived their performance as outstanding. Notably, males and females differed significantly in self-ratings (p = 0.032), with males rating themselves higher compared to females. However, no significant differences were found in supervisor-rated performance across genders. Pairwise comparisons of self-ratings across strands indicated no significant difference between ABM and HUMSS students, while STEM students rated themselves significantly higher than both ABM and HUMSS students. In contrast, supervisor ratings showed ABM students performing significantly better than HUMSS and STEM students, highlighting a perceived performance hierarchy. The correlation analysis between self-ratings and supervisor ratings (r = -0.008, p = 0.891) revealed no significant linear relationship, indicating that supervisors' perspectives lean towards the company's needs, while students' perspectives lean towards their self-improvements. The findings suggest the need for gender-sensitive educational interventions and strand-specific support to enhance student self-assessment accuracy and work immersion preparedness. Additionally, educators and policymakers can provide a more effective educational experience by preparing students to be career-ready and effective in the workplace. These results have implications for educational policy and practice, aimed at better equipping students for their future careers.