The main purpose of this study was to determine if teacher characteristics and modular distance learning significantly influence students’ learning outcomes. In this study, the respondents were the 334 public elementary school teachers teaching in Maco North and South Districts for School Year 2020-2021. This study used a quantitative research design with a non-experimental method utilizing a correlational technique with regression analysis. Moreover, the statistical tools employed in analyzing the data gathered were the Mean, Pearson-r, and Regression Analysis. The findings of the study revealed a very high level of teacher characteristics in terms of outside the classroom, classroom culture, assessment and motivation, content knowledge, pedagogical knowledge, and teacher beliefs. This study also revealed a very high extent of modular distance learning implementation in terms of teacher-learner-parent/guardian collaboration, subject matter, instruction, active and personalized learning, learning assessment, and inclusion. Moreover, this study also revealed a high level of student learning outcomes in terms of the General Scholastic Average for the school year 2020-2021. Lastly, the result of the study confirmed that there was no significant relationship between teacher characteristics and students’ learning outcomes; and modular distance learning and students’ learning outcomes.