This paper discusses the use of English as the main language of instruction in higher education in many developing nations, and reports on a pilot study of learning and teaching strategies used in Filipino- and English-language classrooms at De La Salle University in Manila, The Philippines. The study examined the "teacher talk" and "student talk" of the two classes to determine the pedagogical strategies employed by teachers and the learning simplification strategies employed by students. Pedagogical simplification strategies in the English-language classroom included explanation, restatement, repetition, provision, correction, summarization, contextualization, questioning, and code-switching. Learning simplification strategies in the English-language classroom included responding, restatement, consulting others, and code-switching. Pedagogical simplification strategies in the Filipino-language classroom included explanation, restatement, repetition, provision, contextualization, questioning, correction, summarization, rhetorical questioning, outlining, going from higher-level question to a lower-level question, translating Filipino terms to more commonly-known English terms, and reminding students of translation. Learning simplification strategies in the Filipino-language classroom included asking for clarification, repetition, recognizing rhetorical questions, reformulating, leaving the response hanging for the teacher, borrowing from English, summarizing in English. (MDM)