Being a teacher is not a simple task but rather a practice of patience, forbearance, and commitment to the profession and professional ethics. But before becoming an enhanced and effective classroom teacher, one must undergo a Teaching Internship or deployment. This study aims to determine the perceptions of the Training Establishment Institute (TEI) and the Host Training Establishment(HTE), the significant differences, and the best practices in the implementation of the Teaching Internship Program during the deployment phases and adapt from the best practices implemented by the respondent Private and Public Higher Education Institutions offering Teacher Education Courses. The data gathered were tallied and analyzed using descriptive methods. To answer the extent of implementation, weighted mean and ranking were used, while for the differences in the extent of implementation of the Teaching Internship Program between private and public, a t-test was used. Findings showed a high level of implementation in the deployment phases, and there are no significant differences in the performance of the teaching internship program in private and public HEIs in the province. For pre-deployment, private HEI has a greater mean of 3.73, while the public HEI has a mean of 3.64. In the deployment phase, private has a greater mean of 3.66 than the mean of the public HEI, which is 3.57. For post-deployment, private schools have a 3.68 mean, which is also greater than the mean of public schools, which is 3.61. Recommendations were proposed in the deployment phases of the Teaching Internship Program.