The main purpose of the study was to determine the influence of the learning culture and emotional intelligence on the problem-solving skills of grade 10 students in Bayabas National High School, Magsaysay National High School, New Sibonga National High School, and Nabunturan National Comprehensive High School - who were enrolled under the face-to-face learning modality. Respondents completed a researcher-made test to assess problem-solving skills, along with two adapted questionnaires: one measuring learning culture (covering peers, teaching approaches, learning environment, and learning facilities), and the other assessing emotional intelligence (including wellbeing, self-control, emotionality, and sociality). Pearson’s r and regression analysis were used to analyze the relationships among these variables. The results revealed no significant relationship between learning culture and students’ problem-solving skills, nor between emotional intelligence and problem-solving skills. This suggests that, within this context, neither the learning environment nor emotional intelligence directly impact students’ problem-solving skills. These findings indicate that other unmeasured factors may play a more substantial role in shaping problem-solving skills. Therefore, it is recommended that future interventions and research focus on directly enhancing problemsolving strategies and cognitive skills, rather than solely emphasizing learning culture or emotional intelligence. This targeted approach may be more effective in improving students’ proficiency in problem-solving tasks.