This study sought to determine the effects of Active Learning in Mother Tongue in the conceptual achievement in English of Grade I pupils of Tabucan Elementary School enrolled during the school year 2014-2015. This study used the quasi-experimental research design to compare Active Learning in Total Physical Response using Hiligaynon (L1) (Group A), and Active Learning in Total Physical Response using English language (L2) (Group B), on their effects on pupils' conceptual achievement in English. The subjects of the study were the 36 pupils purposively selected on the basis of their pretest scores in the Conceptual Achievement Test (CAT). To interpret the obtained data, the researcher employed the mean and standard deviation, t-test for independent samples and Wilcoxon signed ranked test. Significance level inferential test was set at .05 alpha. The results of the pretest and posttest showed that there was an increase in the pupils' achievement from high to very high. The significant difference between the pretest and posttest of each group meant that the two strategies were both effective, although the pupils performed better in the posttest. Results further revealed that there were no significant difference between the mean gain scores of the Group A and and the Group B. This seems to show that the two strategies are equally effective in the conceptual achievement in English.