The tracer study is an important evaluation tool designed by educational institutions to measure the effectiveness and quality of academic and non-academic programs. Its results provide crucial information in continuing, enhancing, or ending the existing curricular and co-curricular programs. Therefore, this tracer study aimed to track the first UBHS completers, batch 2016. Specifically, the researchers gathered information on the respondents’; educational background after Junior High School to ensure that the knowledge and skills learned during the training were in use and to determine which exit they took. Further, the respondents’; whereabouts were the researchers’; utmost interest, thus, limiting it to collecting information regarding sex, civil status, curricular and co-curricular  involvement, the extent of preparation in pursuing higher education, and employment or work experience. The quantitative research design, specifically the descriptive-correlational survey method, was applied with a survey questionnaire as the main data-gathering instrument. It analyzed data from 82 respondents characterized by a preponderance of females over males and single as opposed to one who is married. The study found that most respondents enrolled in college, and the majority have chosen STEM-related courses. Moreover, the results showed that the respondents’; involvement in music, performing arts, and culinary arts significantly correlates with the type of school they enrolled in. This result implies that the respondents’; exposure to these co-curricular activities could determine the choice between public or private schools. With their curricular and co-curricular training in the UBHS-JHS, most of them perceived that they could make informed decisions, demonstrate communicative competence, and think intelligently, as evidenced by 79.3%, 78%, and 75.6%, respectively. Thus, the study showed that the UBHS curriculum developed and prepared them satisfactorily, especially in decision-making, communication skills, and critical thinking.