<![CDATA[This study examines how the Teaching Factory is implemented to enhance student competence at SMK Negeri PP Cianjur and SMK Negeri 1 Cugenang, Indonesia. The study employed a qualitative multiple-case study design. Data were collected through in-depth interviews, direct observations, and document analysis involving school principals, vice principals, vocational teachers, students, and representatives of business and industry partners. Data were analyzed using the interactive model of data condensation, data display, and conclusion drawing. Trustworthiness was ensured through source triangulation, method triangulation, member checking, and repeated observations. The findings show that Teaching Factory was implemented through production-based learning activities that engaged students in work planning, preparation of materials and equipment, task allocation, production processes, quality control, packaging, and product completion. The program contributed to the development of students' technical skills and professional work attitudes, including discipline, responsibility, teamwork, accuracy, and awareness of quality standards. The findings also indicate that effective implementation depended on integrating planning, organizing, implementing, and evaluating functions, supported by teacher commitment, school leadership, production facilities, and industry collaboration. However, limited facilities, uneven teacher industrial experience, variations in student readiness, and limited industry involvement in assessment and program development remained key challenges. This study's novelty lies in analyzing Teaching Factory through an educational management perspective across two vocational contexts. The study highlights the importance of strengthening management systems, teacher professional development, industry partnerships, and industry-based assessment to sustain Teaching Factory implementation and improve vocational student competence.]]>
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