This study explores the relationship between students’ self-efficacy, social intelligence, and librarians’ competency in implementing bibliotherapy programs at Saint Michael College of Caraga. It aims to evaluate the potential of bibliotherapy to enhance students’ socio-emotional skills and assess librarians’ preparedness to support such initiatives. A descriptivecomparative research design was utilized, involving 343 students and five librarians selected through stratified random sampling. Validated survey instruments measured students’ self-efficacy and social intelligence, while librarians’ bibliotherapy competency was assessed using the Bibliotherapy Knowledge Survey. Findings revealed moderate levels of self-efficacy (mean = 3.05) and social intelligence (mean = 3.07) among students, with no significant gender differences (p = .250). However, significant variations were noted across different academic disciplines (p < .05). Librarians demonstrated limited competency in bibliotherapy (mean = 2.40), highlighting the need for further training and professional development. Implementing a structured bibliotherapy program could enhance students’ socio-emotional skills and improve librarians’ ability to facilitate these interventions. The study recommends a bibliotherapy program tailored to students’ academic needs and professional development for librarians. Future research should examine the long-term impact of such programs and the role of librarian training in their success.