This study investigated the effectiveness of the Task-Based Learning (TBL) approach in enhancing the speaking skills of learners within the Alternative Learning System (ALS) in Santa Cruz, Marinduque. ALS students often face unique challenges in language acquisition, frequently struggling with low self-efficacy and limited opportunities for authentic verbal interaction. The research utilized a quantitative experimental design, specifically the one-group pretest-posttest design, involving a purposive sample of Thirty (30) ALS students. The researcher employed oral interviews as the primary assessment tool to evaluate the participants' speaking accuracy and fluency during both the pretest and posttest phases. To determine the impact of the intervention, the data were analyzed using a paired t-test as the statistical treatment. The results showed that the participants' speaking abilities were in the "Beginning" and "Developing" levels before the intervention, with cautious delivery and a little vocabulary. However, the post-test results demonstrated a notable improvement in performance once TBL activities were implemented. The paired sample t-test results showed that the computed p-values for all variables were less than 0.05, indicating a statistically significant difference between the pretest and posttest scores.  The study concludes that task-based learning offers a useful framework for real-world language use, it is a beneficial educational technique for improving the speaking abilities of ALS learners. In order to develop more competent and self-assured communicators, it is strongly advised that educators and ALS implementers include TBL activities into their teaching methods.