This study ascertained the correlates of communicative English language competence among English secondary school teachers in the Division of Iloilo during the SY 2008-2009. The participants of the study were the 100 randomly selected English secondary school teachers from a total population of 500. The independent variables considered were the teachers’ number of years in teaching English, highest educational attainment, oral language proficiency, relevant trainings, and English language exposure. This survey-correlational investigation utilized a researcher-made test in communicative competence patterned after Canale and Swain’s concept. The test was divided into four areas of communicative competence: (a) grammatical, (b) sociolinguistics, (c) strategic, and (d) discourse. Descriptive statistics employed were ranks, means, assigned scales, and standard deviations. Inferential statistical tools included the t-test for independent samples, the One-way (ANOVA), Stepwise Multiple Regression Analysis and the Pearson’s Product-Moment Coefficient of Correlation (Pearson’s r) set at .05 alpha level. The study found out that the public English secondary school teachers in the Division of Iloilo had “high” communicative English language grammatical and discourse competence, “low” in sociolinguistics competence and “average” in strategic competence. Of the four English language competency areas, discourse ranked first; grammatical, second; strategic, third; and sociolinguistics, fourth. Significant differences were noted in their communicative English language strategic and discourse competences when they were grouped according to oral language proficiency and relevant trainings. Positive and significant correlation was noted between their strategic communicative competence and oral language proficiency, and between discourse competence and relevant trainings. The predictor of communicative English language sociolinguistic competence was the oral language proficiency while relevant trainings and language exposure were predictors for strategic and discourse competences.