The purpose of this study was to describe the student-teacher relationship and classroom social climate on the motivation in Filipino language learning of first-year college students. This is a descriptive correlational study which examined the relationship of variables, the student-teacher relationship and classroom social environment as independent variables and the language learning motivation as the dependent variable. This research was conducted on 400 students using stratified random sampling. In analyzing the quantitative data, mean, pearson r, and hierarchical multiple linear regression were used. It was found that the level of the student-teacher relationship, classroom social climate and language learning motivation in Filipino language are all high as seen by the respondents. There is a significant correlation between student-teacher relationship and language learning motivation, and the classroom social climate and language learning motivation. As seen, both were moderately related. The two identified independent variables were both predictors but it appeared that the classroom social climate was more influential on students’ motivation to learn the language. Because of this study, teachers will be able to pay more attention to the possible reasons for strengthening the motivation of students to learn the Filipino language.