The purpose of this study was to assess the ability of English major sophomore university students enrolled in a government higher education institution in Cebu City, Philippines, to organize lessons. We used a descriptive survey research approach and collected primary and secondary data from study participants and peer-reviewed online research journals. The data analysis process involved determining the strength, weakness, and breadth of lesson planning competencies, as well as the consequences of lesson preparation. The study is founded on experiential learning theory (ELT), which asserts that experience is critical to the entire adaptive process of learning. ELT bridges the divide between experience, perception, cognition, and behavior. ELT views learning as a process that involves the transformation of experience into knowledge. The findings indicated that common lesson planning pitfalls include insufficient teacher experience and access to instructional materials, low student interest, a lack of spontaneity in the classroom, limited freedom, the teacher's struggle to begin a lesson, and assessment that does not align with the learning objectives, which frequently confounds pre-service teachers. University sophomore students demonstrated a high level of skill in lesson planning, demonstrating an exceptional ability to develop an effective lesson plan. Additionally, the study discovered that lesson planning competencies are extremely beneficial for pre-service teachers in terms of expanding their potential. In conclusion, exposure to ways for improving instructional planning enables sophomore students to recognize chances for building strategies that enable them to overcome difficult teaching situations. Additionally, becoming aware of the difficulties associated with lesson planning enables sophomore students to be prepared for their actual assignments. Successful lesson plans result in competent teachers who develop into effective and efficient educators. We recommend that the activity of lesson planning be preceded by a series of analyses beginning with instructional planning.