The growing demand for skilled automotive technicians highlights the need for instructional approaches that effectively integrate theory with practice. This study examined the instructional effectiveness of the Innovated Lubrication Pump Trainer in strengthening student competencies in automotive servicing. Grounded in Situated Learning Theory, the intervention was designed to provide authentic and contextualized learning experiences compared to traditional lecture-based instruction. A quasi-experimental design with a nonequivalent control group was employed among senior high school students enrolled in the Automotive Servicing strand at Carrascal National High School. The experimental group was taught using the Innovated Lubrication Pump Trainer, while the control group received conventional instruction. Student performance was measured through a validated achievement test on lubrication system competencies. Results revealed that students exposed to the intervention achieved higher levels of mastery and demonstrated more consistent performance than those taught through traditional methods. Statistical analysis further confirmed a significant difference between the two groups, providing strong evidence that the intervention positively influenced student outcomes. The findings underscore the value of integrating learner-centered and authentic instructional tools into technical-vocational education. The Innovated Lubrication Pump Trainer offers a practical and scalable model for bridging the gap between classroom learning and workplace application. Implications of the study extend to curriculum development, teacher training, and policy initiatives aimed at advancing competency-based and industry-aligned instruction