Abstarct: Several studies have been conducted about the qualities of effective foreign language teachers and their practices, but there is no universally accepted definition of effective teaching. Other researchers conducted their research baxsed on the questionnaire and participants were asked directly to select or rank characteristics that excellent teachers possessed. The aim of the present study was to explore EFL learners’ conception of effective EFL teachers. The researcher used a Grounded Theory Method to conduct the research. To collect data, the researcher interviewed fifteen students, including nine female and six male, who experienced studying English at institutes. The concept of purposeful and snowball sampling is used to choose the participants. Open-ended interviews were utilized as the instruments to collect data. All the data were transcribed, coded, categorized into concepts, and analyzed in a narrow way. The rigorous coding schemes of the grounded theory method yielded a set of categories, “Characteristics of effective EFL teachers" as the core category, and five subcategories including "Teachers' Appearance, Personality, Professional Knowledge and Skills, Teaching Strategies, and Classroom Management" captured the learners' opinions on effective EFL teachers. Under these categories, the learner participants expressed their in-depth perspectives about the characteristics that they viewed as being indicative of an effective EFL teacher and they would relate stories or narratives about their most or least good EFL teachers.