This study examined the teaching approaches employed in English 6 classrooms in Eastern Tabuk District 2, Tabuk City, as a basis for instructional enhancement. Specifically, it described the profile of teachers, assessed the extent of implementation of the English 6 objectives based on the K to 12 Curriculum Guide, evaluated the effectiveness of methods, techniques, strategies, and approaches, and identified the adequacy of instructional materials, assessment tools, and administrative and supervisory support. It also determined the problems encountered by teachers and the activities undertaken to strengthen English instruction. The study utilized the descriptive-survey method involving twenty (20) Grade 6 teachers as respondents. Data were collected through a structured questionnaire and supported by unstructured interviews. Statistical tools such as frequency counts, percentages, and weighted mean were used for data analysis. Findings revealed that the objectives of English 6 were generally implemented across listening, speaking, reading, writing, and viewing domains, although some competencies required further strengthening. Teaching approaches were found to be effective, with demonstration, graphic organizers, and teacher-directed strategies yielding strong results. Instructional materials were moderately adequate, with traditional resources being more accessible than technological tools. Assessment practices were effective, particularly in recitation and performance-based tasks. However, challenges related to pupils’ study habits, limited parental support, and financial constraints were identified as significant concerns affecting instruction. The study concludes that while English 6 instruction is adequately delivered, there is a need for targeted improvements in teaching practices, resource provision, and stakeholder support. It recommends enhanced professional development, improved instructional materials, and stronger collaboration among teachers, parents, and the community to improve learners’ English proficiency and academic performance.