This study, conducted at Clementa F. Royo Elementary School in Villa Clementa Subdivision Maniki, Kapalong, Davao del Norte, Philippines, investigated the effectiveness of T.A.L.K intervention in improving the oral communication of Grade 6 students. The intervention was introduced in response to persistent oral communication difficulties identified among the learners. The primary objectives of the research were to assess students' oral communication skills before and after the implementation of the T.A.L.K. intervention and to evaluate the overall impact of the intervention on their oral communication skills. Also, the study aimed to gather student feedback regarding their experiences with the T.A.L.K. intervention and how these influenced their learning. A quantitative-descriptive research design was employed, complemented by qualitative insights through interviews, to provide a well-rounded analysis of the learners' oral communication challenges and the effectiveness of the intervention. A total of 30 Grade 6-Lapu-Lapu students participated in the pre-test, the oral communication activities, and the post-test. Descriptive statistics revealed that the students’ oral communication skills improved considerably after the implementation of the T.A.L.K. intervention, with the average score increasing from 50.21% in the pre-test to 69.38% in the post-test. This indicates a noticeable enhancement in their performance. Further analysis using a paired sample t-test confirmed that the difference in scores was statistically significant, with t(29) = 14.7, p < .001, and a large effect size (Cohen’s d = 2.68). In addition, qualitative data from student interviews supported these findings, revealing that the T.A.L.K. intervention not only improved oral communication skills but also reduced speaking anxiety, increased student engagement, and boosted learner confidence. These outcomes suggest that the intervention helped cultivate effective oral communication practices that extended beyond the classroom environment.