This study aimed to investigate the connection between teachers' writing strategies and the paraphrasing skills of Grade 12 Senior High School Students. The study selected one section in one of the schools in Santa Rosa, Laguna, resulting in 64 participants. The researchers employed a survey questionnaire with five-point Likert scales to measure the level of teachers' strategies in teaching writing. Additionally, the students were given a passage to read and asked to paraphrase the specific text, which was evaluated using modified TOEFL iBT® Integrated Writing Rubrics. The data revealed that the students perceived implementing teachers' writing strategies as highly effective. Moreover, the Grade 12 learners demonstrated a satisfactory level of paraphrasing skills. Notably, there was a positive correlation between guided and independent learning strategies and the students' paraphrasing skills. However, no significant correlation was found between collaborative, feedback, modeled strategies, and paraphrasing skills. Based on the findings, it is recommended that teachers conduct a needs analysis before designing instructional interventions targeting the students' paraphrasing skills. These interventions should be based on research on effective writing strategies and teaching practices and may include lesson plans, activities, and resources to support teachers in teaching writing and paraphrasing. It is crucial to evaluate the effectiveness of these interventions by collecting data on student learning outcomes, such as improved writing skills and enhanced paraphrasing understanding. Feedback from teachers and students can also contribute to assessing the interventions' efficacy.