This study attempted to find out the teaching practices and strategies done by ESL teachers to develop the students communicative competence. Moreover, it also sought to determine the significant relationship between teachers practices and strategies with the four components of the communicative competence. This employed the descriptive correlation method of research that made use of survey, proficiency test, and the actual instruction of the teachers as the instruments for data gathering. The respondents of the study were 385 Grade 9 students from Quezon National High School. From the findings, it showed that teachers practices on planning and preparation were practiced by their teachers to a considerable degree creation of classroom environment as always practiced, instruction as always practiced and for professional responsibilities, always practiced. In terms of teachers strategies on course structure and pace, the respondents perceived that the indicators were always practiced by their teachers while, the selection of teaching and learning activities were practiced to a considerable degree. During the administration of the test, most respondents were classified as very highly competent in grammatical competence, very highly competent in sociolinguistic, highly competent for strategic and very highly competent in discourse competence. The variables on teachers practices and strategies show significant negative correlation which mean that the students with higher perception on the components are the students who tend to get lower scores in the communicative competence. Thus, it is concluded that the relationship between the teachers practices and strategies with the communicative competence has negative, significant relationship.