This study sought to determine the extent of effectiveness of the use of the Understanding by Design (UbD) framework in writing learning modules. Since the framework’s introduction in 2010, the De La Salle Santiago Zobel (DLSZ) high school teachers have eventually grasped the key principles of UbD and have embraced the new paradigm in module preparation. Is the UbD framework effective in reaching the instructional goals of the school? In this study, primary research data were obtained by conducting a survey among pre-selected high school teachers across 11 subject areas. There are 12 items in the survey questionnaire. Ten items pertained to the three (3) stages of the UbD framework, while two (2) items were concerned with how helpful the design framework is in systematically preparing the learning modules. An open-ended question was also asked on what teachers can suggest to make the modules more relevant and useful to them as users and more effective in obtaining instructional goals. Data analysis was conducted thereafter. The UbD framework has helped enhance the delivery of instruction in the High School Department of DLSZ through the following: new curricular developments such as curriculum mapping, construction of the unit assessment matrices (UAM), and revision of the learning module components; more meaningful integration of values in lessons; more effective management of instructional time; and enriched student learning.