This study employed a descriptive-correlational approach to assessing the students' needs, grammatical challenges, and teachers' preferred teaching strategies. Correlational analysis was utilized to treat data concerning the teachers' preferences regarding needs analysis and teaching strategies. An independent sample T-test was used to identify the difference in the teachers' responses on determining the respondents' perception about the needs assessment used for Junior and Senior High school students and the relationships between the perceived grammatical skills of English teachers. Findings revealed that the teachers' grammar needs analysis on speaking skill was classified as the most critical assessment, while the least essential was the viewing skill. English teachers agreed that the usual English grammar challenge is when they expect the teachers to present grammar points explicitly. However, they disagree that they do not find grammatical terminologies useful. Reading was the regularly used teaching approach in grammar, whereas the less-used was the speaking strategy. Moreover, a significant difference occurred between the grammar skills and needs analysis used when grouped according to grade levels. Senior high school teachers had greater assessments on teaching grammar through vocabulary, speaking, and writing. Furthermore, senior high school teachers considered grammar needs on speaking and writing as more important. There was no significant relationship between teaching strategies, and grammar needs to the students' English grammatical challenges. Therefore, a strategy enhancement program for both the Junior and Senior high school levels has been proposed.