Using the Grammatical and Lexical Acceptability Questionnaire (GLAQ), the study aims to contextualize the extent of acceptance of PhE grammatical and lexical items among 400 pre-service basic education teachers in state universities in Luzon and Mindanao. It further determined the difference on the participants' extent of acceptability when grouped according to gender, type of high school attended, educational program, and geographical location. Lastly, it explored relationship between extent of PhE acceptability and number of languages spoken and perceived English proficiency. Implications to the future of English pedagogy and pre-service teachers' curriculum were also discussed. The study poses a challenge among basic education teachers and language practitioners as regards the measures to be done for PhE's full acceptance in the academic context.