<![CDATA[Vocational high schools (SMK) play an important role in preparing skilled workers in Indonesia. However, many graduates still face difficulties entering the job market. This study aims to explore the implementation of the Teaching Factory (TeFa) model in the culinary department at SMKN 2 Pariaman and to examine stakeholders’ perceptions of its influence on students’ work readiness. Employing a descriptive qualitative single-site case study design, data were collected through interviews, observations of learning and production activities, and analysis of relevant institutional documents. The study involved seven informants, including the school principal, the head of the TeFa unit, three productive teachers in the culinary department, and two students directly participating in the TeFa program. Data were analyzed using the POAC (Planning, Organizing, Actuating, and Controlling) framework. The findings reveal that TeFa implementation faced several challenges, particularly informal planning processes, a suboptimal organizational structure, limited management of human resources, and inadequate facilities. Nevertheless, participants perceived positive outcomes of the TeFa program, such as improved practical skills, work discipline, and self-confidence among students, although these outcomes were not supported by standardized competency measurements. Despite its perceived benefits, high teacher workloads and limited infrastructure constrained optimal implementation. This study recommends strengthening formal planning, enhancing collaboration with industry partners, and integrating entrepreneurial aspects into learning activities. The findings provide context-specific insights for vocational school administrators and policy makers seeking to improve Teaching Factory implementation and better align vocational education with industry needs.]]>
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