English as a language has always been a part of Filipinos’ daily lives ever since the Americans had contact with their country. Being a major subject to all the schools in the Philippines, English would have a big impact to the career and future of the students. There are many reasons as to why Filipinos, themselves are not interested in learning it however, the prevailing reason still stays unknown. The researchers aimed to answer the following questions: a.) What are the teacher intervention strategies employed by the teachers of Lorma Colleges Special Science High School to lessen the demotivation of the students? and b.) What are the factors that demotivates the students in Lorma Colleges Special Science High School? This descriptive study utilized two methods in gathering the data needed. The English teachers of Lorma Colleges Special Science High School were interviewed. Lorma Colleges Special Science High School in Urbiztondo, San Juan, La Union served as the setting of the study. The researchers identified the prevailing factors that demotivates the students in learning the English language in terms of foundation and pronunciation. Demotivating factors of students in learning the English language among the Filipino students is happening at the present time because of the different prevailing reasons. Confidence, fear of committing mistakes, demotivated teachers, and lack resources are few of the many factors that demotivates students. Although demotivation cannot be eradicated completely, the roles of the teachers are to lessen the pressure and anxiety that students feel through their customized teaching strategies. They engage students to be more productive and turn their fear into challenges and challenges into success by giving activities that they’ll surely enjoy as a class. With proper cooperation and bond between the students and teachers, demotivation can be reduced to almost none.