Communication is central to understanding. In oral or written form, human communication is the fundamental objective of language classes, and it is the foundation of all syllabi, course materials, lesson plans, and activity design (Rus, 2019). This correlational research design investigated the level of integration of communicative competence in classrooms and whether this level of integration has a significant relationship with the English teachers’ profile in terms of position/designation, highest educational attainment, and training attended. Through simple random sampling techniques, the respondents of this study were from the population of high school English teachers of various designations like proficient (Teacher I-III) and Highly Proficient teachers (Master Teacher I-II) in the Division of Lanao del Norte, Philippines. Using the adapted and modified survey questionnaire from the National Training of Trainers on English Instruction, the data revealed that there is a significant relationship between English teachers’ profile in terms of their position/designation, highest educational attainment, and training attended towards their level of integration of overall communicative competence categorized in terms of grammatical, discourse, strategic, and sociolinguistic competence. These categories of communicative competence are also highly integrated by the respondents in their classroom instruction. Hence, it is recommended that access to training at various levels be made easier for the teachers. Since it has been found that training and their level of integration of communicative competence have a significant relationship, focus on the quality and quantity of this training must be given tantamount consideration as well. It is also recommended that the teachers attend as many training sessions as they can which could help transcend and improve the material that they impart to their students in the classrooms. Continuing professional development must be given attention and self-ascendancy must be aimed.