Translanguaging has been documented in previous research as a pedagogical resource in language classrooms. However, the monolinguistic culture prevents the leveraging of this resource in language learning. In addition, despite the extensive research on translanguaging, its use as a pedagogical resource is limited, particularly in the Philippine context. This study explores teachers’ perspectives in using translanguaging in Senior High School subjects where English is the medium of instruction. The participants of this study include 24 senior high school English teachers from Dasmarinas, Cavite. Focus group discussions reveal that the participants leverage translanguaging as a resource to help students in knowledge construction, meaning-making, and problem-solving. This study, therefore, argues for a change in the traditional English-only policy that has prevailed in the Philippines.