This study aimed to determine the learning environment and communicative linguistic competence of 180 college students who are learners of English as a Foreign Language (EFL). This is a descriptive method of research which intended to find out the correlation between learning environment in English and communicative linguistic competence. A validated questionnaire on the assessment of their learning environment was used. This included three areas such as teacher’s support, university administration’s assistance, and classmate or peer influence. To measure their proficiency in the English language, a validated 100-item communicative linguistic assessment was given. The data gathered from the study were subjected to descriptive statistics and inferential statistics, all set at .05 alpha. The findings revealed that the level of teacher’s support and the level of university administration’s assistance were perceived by the students to be “high”. A significant difference on the assessed level of administration’s assistance was noted when the students were classified according to their age. The level of classmate and peer influence was “moderate”. The students’ communicative linguistic competence was “high”. Significant differences were noted in the students’ communicative linguistic competence when grouped according to the type of high school they attended and their English grade. There was no significant relationship between learning environment and communicative linguistic competence.