The study aimed to determine the effect of motivating factors, learning strategies, and engagement on the oral communication proficiency of selected Grade 11 students at LSPU Santa Cruz, Laguna, Academic Year 2021-2022. It determined the teachers? instructional strategies and students? digital literacy; students? cognitive and metacognitive strategies; behavioral and affective engagement; their oral communication proficiency as to speaking skills i.e., pronunciation, vocabulary, grammar, organization, and fluency and in terms of GWA; and whether these variables significantly influence their oral communication proficiency as to speaking skills and GWA. This study employed a descriptive design and a simple random sampling technique. It involved 189 Grade 11 students of LSPU. A survey questionnaire and an interview were used as the main instrument in obtaining the pertinent information. The data were treated using statistical treatments: Mean, Standard Deviation, and Multiple Regression Analysis. The result of the study revealed that teachers? instructional strategies and students? digital literacy were ?Very High?. Students? cognitive strategy was ?Very High,? while metacognitive strategy was ?High.? Students? behavioral and affective engagement were ?High.? As a result of these driving factors, the students were highly driven. Students were also engaged in their studies and utilized various learning strategies. Students? general weighted average was ?Very Satisfactory.? Students? oral communication proficiency as to speaking skills concerning pronunciation was ?Excellent?; vocabulary, grammar, organization, and fluency were ?Very Satisfactory.? It means that students demonstrated excellent proficiency levels as shown in their general weighted average and speaking skills. These findings led to the rejection of the null hypothesis. Motivating factors as to teacher?s instructional strategies and students? digital literacy significantly influence the students? Oral Communication Proficiency and GWA.