This descriptive quantitative study examined the English language skill of first-year to third-year students of Bachelor of Science in Business Administration major in Financial Management at Kapalong College of Agriculture, Sciences, and Technology. The research employed a mixed-methods strategy, initially utilizing a researcher-developed survey questionnaire, followed by conducting semi-structured interviews with a limited number of students. The survey inquired which level of proficiency students believed they had in four macro skills: reading, writing, speaking, and listening. The questionnaire was completed by 100 students, providing us measurable data regarding their perceived reading, writing, speaking and listening competencies. Following the survey, 100 students participated in semi-structured interviews that provided us with qualitative insights regarding their learning experiences, challenges, and individual needs. Quantitative research revealed that students believed they had varying levels of ability across the four major competencies. The scores for listening, speaking, and writing were quite alike, but the average score for reading comprehension was significantly lower compared to the other three skills. This indicates that understanding what one reads is a significant challenge. The qualitative data from the interviews supported these findings by highlighting the particular challenges students faced with reading complex financial texts and indicating a requirement for targeted assistance in this domain. The findings of the study provide valuable insights for creating language support programs tailored to the unique reading needs of students in financial management. This will assist them in achieving greater success in their education and future professions.