Abstarct: Lots of studies have been conducted to figure out various numbers of efficient language learning strategies used by successful language learners and the effect of previously theorized strategies on language learners’ proficiency. Nevertheless, no study has been carried out on common inappropriate language learning strategies used by language learners, which may deviate them from the right path to learn a second/foreign language. The purpose of this thesis is twofold. It sets out to examine, firstly, the EFL teachers’ beliefs and perceptions of common inappropriate language learning strategies used by EFL learners, secondly, the language learning strategies that EFL teachers suggest and implement as alternatives for learners’ inappropriate ones. To this end, the data were iteratively collected and analyzed through semi-structured interviews. Thirteen participants of the study were singled out among EFL teachers’ of language-learning institutes located in Tehran province who had the experience of English language teaching for at least a period of five. The coding schemes of grounded theory yielded two sets of categories conceptualizing language learners’ common inappropriate strategies and teachers’ alternative appropriate strategies. The findings indicated that owing to the absence of strategy training in Iran language educational system, there are a wide number of inappropriate language learning strategies, which are being commonly used by language learners. Hence, EFL teachers are required to employ remedial strategy training rather than strategy training in order to correct learners’ use of learning strategies. The most common inappropriate learning strategies, which have been used by language learners, as well as teachers’ alternative strategies are presented in this thesis.