Mathematics comprehension among non-mathematics major students continues to be a persistent challenge in higher education, particularly in institutions located in geographically isolated and disadvantaged areas. This study examined the level of mathematics comprehension among non-mathematics major students at selected Higher Education Institutions (HEIs) in Basilan, Philippines, specifically among students enrolled in Bachelor of Arts in English Language Studies (BAELS), Bachelor of Arts in Political Science (BAPoS), and Bachelor of Public Administration (BPA). Employing a mixed-method research design, the study utilized a validated 40-item Mathematics Comprehension Test (MCT) supplemented by semi-structured interviews to capture both quantitative performance data and qualitative insights into students lived experiences with mathematics. A total of 150 respondents were drawn through stratified random sampling across the three programs. Descriptive statistics, one-way analysis of variance (ANOVA), and thematic analysis were employed to analyze the data. Results revealed that students across the three programs demonstrated a generally low to average level of mathematics comprehension, with BPA students performing slightly higher than their BAELS and BAPoS counterparts. Qualitative findings identified mathematics anxiety, perceived irrelevance of mathematical content, and inadequate foundational knowledge from secondary education as the primary barriers to comprehension.