This study investigated the sociocultural factors associated with the frequency of Taglish usage among students in the Humanities and Social Sciences (HUMSS) strand enrolled in private senior high schools in San Luis, Batangas. Anchored on sociolinguistic and sociocultural theoretical frameworks, the research examined the extent to which peer influence, family linguistic environment, media exposure, and community language norms are related to students’ patterns of Taglish use across academic and interpersonal domains ^[1,2]. Utilizing a quantitative descriptive–correlational design, the study drew data from a stratified random sample of Grade 11 and Grade 12 learners through a researcher-developed and expert-validated Likert-scale questionnaire. Descriptive statistics were employed to determine the levels of Taglish usage and sociocultural factors, while Pearson correlation analysis assessed the strength and significance of relationships among the variables. Results revealed that sociocultural conditions exert a significant influence on students’ linguistic behavior, highlighting the socially embedded nature of code-switching practices. The study provides empirical insights relevant to ongoing discourse on bilingualism and language-in-education policy in the Philippines and offers implications for developing pedagogical strategies that reflect the authentic communicative realities of learners.