Anchored on the TPACK framework, this mixed-methods sequential explanatory research focused on the technological-pedagogical knowledge of the Filipino secondary school teachers of Chinese Mandarin. The technological-pedagogical knowledge refers to the teachers’ ability to choose appropriate technological tools to support teaching practices. This study employed questionnaires, classroom observations, and semi-structured interview to capture teachers’ TPK. The questionnaire data revealed that the teachers have a high level of awareness of their TPK as reflected in the computed mean score of their responses. In addition to that, the classroom observation data showed that teachers’ TPK was reflected in the use of varied technologies that have supported the implementation of the different components of their teaching, starting from the introduction until the assessment. Furthermore, teachers’ TPK was reflected their cognitions which uncovered their awareness of the available applications to support teaching (CTPK-Application) and the significance of TPK (CTCK-Sig) to teaching. Lastly, the study provided recommendations for crafting professional development programs to further enhance teachers’ TPK.