English has become a universal medium of communication, vital for academic and career success. Mathematics, as a fundamental discipline, is equally significant for preparing individuals for the future. However, in the Philippines, declining educational quality is evident, as reflected in the 2018 PISA results, where Filipino students ranked below average in reading, mathematics, and science. This study aims to investigated the relationship between English language proficiency (ELP) and academic performance in mathematics (AMP) among the 220 students of St. Mary’s College of Borongan, Inc. Using a descriptive-correlational research design, data were collected through standardized language proficiency tests and academic records in Mathematics to measure the variables of interest. Results indicated that students generally exhibited an approaching proficient level in English Language and a very satisfactory performance in Mathematics, with a mean ELP score of 9.94 and an APM mean of 86.49. Statistical analysis revealed a significant moderate positive correlation (r=0.328, p<0.001) between ELP and APM, suggesting that higher English proficiency correlates with better performance in Mathematics. In conclusion, this correlational research provides evidence of the relationship between English language proficiency and academic performance in mathematics. It underscores the significance of language skills in mathematical learning and encourages further exploration of instructional approaches that integrate language development and mathematical instruction.