Abstract: This study investigated the teaching practices and challenges of secondary Filipino language teachers at Ampayon National High School in the Philippines. Using a descriptive correlational design and simple random sampling, data were gathered from 9 teachers and 60 students through a survey questionnaire. Results revealed effective practices in classroom management, such as setting clear expectations, and in assessment, including alignment with learning objectives and accurate record-keeping (weighted mean of 4.00). However, teachers faced challenges in lesson preparation, delivery, classroom management, and assessment. These included time constraints, localized instruction difficulties, managing inclusivity, and aligning assessment tools. The findings highlight the need for enhanced teacher training, curriculum support, and resource development to improve Filipino language instruction.