This study aimed to identify the oral communication needs of UEP SENIOR HIGH SCHOOL students at the University of Eastern Philippines and provide necessary remedies to address their learning difficulties. Specifically, it aimed to determine the degree of importance, level of needs, and level of difficulty of the learning needs in oral communications. The study also examined the relative perception between students and teachers and assessed if there were significant differences in their perception of needs. The findings of the study were used to enhance the lessons on oral communication and improve the oral competence of UEP Senior High School students. A modified questionnaire, based on Clifford Prator and the needs analysis of the Institute of Language Teaching and Learning, University of Auckland, New Zealand, was utilized as the primary source of information. The questionnaire assessed perceived needs in terms of importance, level, and difficulty using a 5-point Likert scale. A total of 243 students and four faculty members teaching Oral Communication subjects participated in the study. Frequency count, percentages, and weighted mean computation were employed for data analysis. The Spearman Ranked Order Coefficient of Correlation was used to test the relationship between students' learning needs and teachers' perception of their needs. The T-test for two independent samples was conducted to examine differences in perception between students and teachers. The findings indicated that UEP Senior High School students considered their oral communication needs as "very much important," "very much needed," and "difficult." Similarly, teachers perceived these needs as "very much important" and "much difficult." The study revealed a significant relationship between students' perceived learning needs and teachers' perception in terms of importance, level of needs, and level of difficulty, highlighting the importance of addressing these needs in the teaching-learning process. While a significant difference was found in the degree of importance, no significant differences were observed in level of needs and level of difficulty. In cases where there were differing perceptions between teachers and students, teachers were expected to prioritize students' needs. The study identified important lessons to enhance oral communication competence, focusing on exploring the nature of communication, the communication process, dimensions of communication, the influence of gender on communication, non-verbal and verbal miscommunication, functions of communication, speech contexts and styles, types of speech acts, speech preparation and delivery, and principles of speech writing and delivery