This study aimed to determine the relationship between classroom control and communication engagement among 130 elementary teachers in the Division of Davao del Norte. It specifically examined the extent of classroom control in terms of nurturance or warmth and control or dominance, as well as the level of communication engagement across its different dimensions. It also looked into whether a significant relationship and influence exist between these variables in actual classroom practice. A quantitative approach using a descriptive-correlational design was employed in the study. Data were gathered through validated and pilot-tested survey questionnaires administered to the respondents. Appropriate statistical tools such as weighted mean, Pearson product-moment correlation, and multiple regression analysis were used to analyze the data, all at a 0.05 level of significance. The findings revealed that both classroom control and communication engagement were extensive, suggesting that these practices are often evident among teachers in their daily classroom interactions. The results also showed that there is a significant relationship between classroom control and communication engagement. Furthermore, classroom control was found to significantly influence communication engagement, with nurturance or warmth emerging as the strongest predictor, followed by control or dominance. Based on these findings, educational leaders may strengthen teacher training programs that promote a balanced approach to classroom management by integrating both warmth and authority. Schools may also support continuous professional development, while teachers may maintain nurturing and structured classroom practices.