Abstarct: Concerning the importance of employing an effective syllabus design in EFL/ESL learning rooms, this study aims at exploring EFL teachers’ perceptions of cyclical presentation of materials. By the methodology of grounded theory, the researcher theoretically sampled concepts through interviewing 15 teachers who taught English in public schools. The interviews were audiotaped and transcribed. Then they were analyzed by applying open, selective and axial coding. Besides interviews, memo writing was also applied to collect more data. The process of data collection was continued until the data saturation, in other words until no more data elicited. Analyzing the driven data through grounded theory revealed two major categories; advantages of cyclical syllabus and the techniques to apply cyclical syllabus. The first category covered the following sub-categories: 1) internalizing, 2) reducing tension and stress, 3) increasing students’ self-esteem, 4) functioning as remedial teaching, and 5) motivating. Techniques which are suggested to be applied in terms of cyclical syllabus are: 1) techniques contributed to teaching reading cyclically, 2) techniques contributed to teaching language items cyclically. The findings of present study emphasized the importance of an appropriate syllabus in the process of learning English as a foreign language. Therefore, the finding can be precious for language teachers, syllabus designers, and language learners as well as textbook writers.