The Student-Generated Contexts Teaching Approach (SCTA) model, which is founded on the constructivist learning theory and on context-based approach, was developed in this study. The SCTA model consists of eight phases, namely: Introduction, Context Generation, Decision, Implementation, Presentation, Discussion, Reflection, and Context Regeneration. However, unlike in previous studies where contexts were given to students, the student-participants in this study either individually (ISCTA) or collaboratively (CSCTA) generated their own contexts. The study involved 96 Grade 10 students from three heterogeneous intact classes of U.P. Integrated School. The researcher taught all three classes using differentiated but parallel lesson plans, with the SCTA as intervention. The study probed on the nature of student-generated contexts. Qualitative data from decision logs, reflection papers, and audio-recording transcripts were content analyzed and organized into themes. Results revealed that the nature of student-generated contexts can be described by the emerging themes, namely: 1) source of the context; 2) level of the context; and 3) student engagement in the context. Curriculum developers can incorporate student-generated contexts in the chemistry curriculum to emphasize concepts based on what students find most relatable and relevant to them. The SCTA can be implemented in the STEM track of the Senior High School curriculum.