This study assessed the level of English grammar proficiency among Teacher Education students through a descriptive-correlational research design, utilizing a researcher-made questionnaire. The findings revealed a general proficiency in syntax, morphology prefix, and morphology suffix among students when analyzed as a group and also when classified by sex, program, and year level, with a significant difference in proficiency noted when classified by year level. Despite exposure to English reading materials like dictionaries, no significant relationship was observed between this exposure and grammar proficiency in syntax and morphology, except for a noted relationship with morphology suffix proficiency.