Food innovation strategy plays an important role and serves as driving force for the students who are actively participating in Cookery that helps develop their skills in creating, innovating original and authentic menus, best dishes and food that they can be proud of. The diversity of learning Cookery is still growing and improving for those aiming to be globally competitive. The skills garnered by the TVL students can be useful for their future career specifically in food business industry. Food innovation strategy is about presenting something new to meet the customer’s satisfaction and basic needs. The respondents of the study were 13 TVL teachers and 346 grade 12 students at public secondary schools in CD III, in the Division of Nueva Ecija. The respondents were selected using purposive sampling wherein total and entire population is considered in data gathering. The researcher used descriptive correlation research design. In data gathering, survey questionnaire, and interview guide questions, were used. All respondent-teachers with age from 30 to 39 were categorized as young professionals, female and married. They had spent 1 to 3 years in teaching, and graduated with bachelors’ degree in TVL-HE and Cookery with trainings and seminars attended related to TVL. On the implementation of food innovation strategies, as assessed by the teachers themselves, the food innovation strategies got the overall mean of 3.17 and interpreted as “Implemented”. Whereas, the assessment of students in the food innovation strategies of TVL teachers, the overall mean got 2.86 and verbally interpreted as “Implemented”. The profile variables like teachers’ category, age, sex, civil status, length of service, major field and seminars attended had no significant relationship to teachers’ food innovation strategies in teaching cookery except educational background and PFC, (r= .598, p-value = .031), interpreted as moderate positive correlation. There is a significant difference in the overall food innovation strategies assessments of the teachers and students, t = -2.663, p = .018. These imply that teachers and students were different in their assessment in terms of food innovation strategies. Teachers (m = 3.18, sd = .41) had higher assessment rating than students (m = 2.86, sd = .67). The teachers encountered challenges and difficulties in teaching during online learning.