Abstarct: This study investigated the role of collaborative management in integrating pedagogy, social dynamics, and learner autonomy in English Language Learning (ELL) classrooms. The problem addressed was the persistence of teacher-centered practices and fragmented approaches to classroom organization, which limited meaningful interaction, shared responsibility, and students' active engagement in their own learning. The main objectives were to examine how collaborative management was practiced in selected ELL classrooms, to explore its influence on teaching methods and classroom relationships, and to determine its impact on learners' autonomy and participation. The study employed a mixed-methods approach, using questionnaires, classroom observations, and semi-structured interviews with teachers (N=15) and learners (N=100) to gather both quantitative and qualitative data. The findings revealed that both students (M=4.19) and teachers (M=4.28) held highly positive perceptions of collaborative management, demonstrating its effectiveness in enhancing learner engagement, promoting peer interaction, and fostering self-directed learning. Qualitative data further confirmed that structured group roles, teacher facilitation, and shared decision-making significantly improved classroom social dynamics and learner autonomy, despite implementation challenges such as unequal participation and classroom management difficulties. The significance of the study lies in its potential to provide a more integrated understanding of how shared classroom management can enhance language learning, improve social interaction, and foster learner autonomy. The findings are expected to inform ELL teachers, administrators, and teacher educators in designing more participatory, learner-centered environments that support both academic and personal development.