Coherence in writing is a fundamental aspect of effective communication, yet it remains one of the most challenging dimensions of composition for second-language learners. This study investigates the coherence strategies employed by senior intermediate students (Class XI and XII) in the Rangareddy district of Telangana, India. Using a mixed-methods research design, 150 students from 10 government, private, and semi-private junior colleges were sampled through stratified random sampling. Data were collected through structured writing tasks, coherence assessment rubrics adapted from Bamberg (1983) and Connor (1984), and semi-structured interviews with 20 selected participants. The analysis reveals that students predominantly rely on surface-level cohesive devices such as additive conjunctions and lexical repetition, while higher-order coherence strategies—including thematic progression, topical structure analysis, and macro-level organizational patterns—remain significantly underdeveloped. The findings further indicate that medium of instruction, exposure to reading habits, and pedagogical approaches adopted by instructors are statistically significant predictors of coherence quality. The study concludes with pedagogical recommendations for curriculum designers, textbook authors, and classroom practitioners aimed at fostering deeper coherence competence among intermediate learners in the Telangana state board context.