This study explored the various factors that influence the writing proficiency of students during their critical transition to junior high school at Little People's School Inc. for the school year 2024–2025. Employing a descriptive-correlational research design, the study examined how socio-economic, pedagogical, and linguistic factors impact the learners’ ability to write effectively. Participants were selected based on identified writing difficulties and were assessed using written tests, rubrics, and survey questionnaires to determine their performance level and the challenges they encountered. Findings revealed that a significant portion of the students, nearly half of the sample, performed at the novice level, indicating that additional academic support and intervention are necessary. The results further indicated a significant negative relationship between socio-economic status and writing proficiency, suggesting that students who experience economic challenges tend to perform at lower writing levels. On the other hand, pedagogical and linguistic factors did not show a strong correlation with writing performance. The study highlights the importance of addressing socio-economic barriers to improve students’ writing outcomes. Recommendations include the implementation of remediation programs, differentiated instruction, and strong school-community partnerships. Future research is encouraged to involve a larger number of participants to provide deeper and broader insights.