This study focused on investigating how students and teachers from a non-english speaking country like the Philippines perceive the need for learning the english language. Six hundred first year students of Negros Oriental State University, Bais Campuses 1 and 2 were assessed using a structured survey questionnaire to determine their english language needs in the four macro skills such as speaking, reading, listening, and writing as applied to their academic studies, future profession and social/private life. Eight teachers were considered in the study. Percentages and weighted means were utilized in data analysis. Findings revealed that most students identified reading as “most needed” in their academic studies while speaking was “most needed” in their future profession. All the other skills were considered only as “needed.” On the other hand, teachers considered all the four macro skills as “most needed” in all the three areas. It was only in reading that both teachers and students gave similar rating of “most needed” in academic studies. Thus, there exists disparity in the way learners and teachers view the importance of learning the language. To address this issue, there is a need to redesign existing syllabus by integrating learning tasks that address the students’ needs.