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