This study aimed to identify which domains of higher-order cognition significantly discriminate and classify the language learning attitude group membership of Grade 10 students in Cluster 13 Public Secondary Schools in Davao City and to determine the classification accuracy of the discriminant model. A quantitative research design using the descriptive-correlational technique was employed, involving 148 Grade 10 student-respondents selected through simple random sampling. Data were gathered using modified and enhanced adapted survey questionnaires that were validated, pilot-tested, and found reliable. Findings revealed that higher-order cognition was extensive, with declarative knowledge as the most evident domain and conditional knowledge as the least evident. Language learning attitude was moderately extensive, with cognitive aspect as the most evident and behavior aspect as the least evident. Results further showed a strong and significant positive relationship between higher-order cognition and language learning attitude. Discriminant analysis revealed that the domains of higher-order cognition significantly predicted language learning attitude group membership. Declarative knowledge was the strongest significant predictor, followed by procedural knowledge, while conditional knowledge was not significant. The model produced acceptable classification accuracy, indicating that students’ cognition domains contributed to distinguishing language learning attitude groups. The findings suggest that English instruction may strengthen declarative and procedural learning while improving students’ confidence, active participation, and strategy-based language use.