This research aimed to establish the best-fit structural model for learning the Filipino language. Specifically, the study intended to determine the relationship between the exogenous variables: classroom management, academic locus of control, communication competence, and the endogenous variable: language learning attitudes. Four hundred respondents, chosen through stratified random sampling, took the survey. The mean, Pearson r, regression analysis, and structural equation modeling (SEM) analyzed the data. These are the results: both exogenous and endogenous variables have high levels, the relationship between classroom management, academic locus of control, and language learning attitudes are moderate, positive, and significant. However, communication competence did not substantially affect language learning attitudes. Of the three exogenous variables, the academic locus of control has the most influence on language learning attitudes. The structural equation modeling (SEM) result showed all three exogenous variables as predictors of language learning attitudes, with their manifest variables. For example, classroom management manifested by specific teaching strategy and planning and support; academic locus of control demonstrated by being hopeful, being positive, and better planning; communication competence exemplified by communicating with acquaintances and friends. The findings of this study have insinuations for the overall teaching and learning environment.