Abstarct: Considerable research has been conducted on the role of various teaching methods and activities in the development of speaking proficiency. However, there is limited understanding regarding the impact of teacher autonomy-supportive activities, particularly within the Iranian context. To address this research gap, the current study implemented sixteen sessions IELTS speaking teaching program during one term teaching classroom, employing two groups (control/experimental), to investigate the extent to which these groups can improve their speaking proficiency. This study followed a randomized subjects/pretest-posttest control group design, encompassing sixteen treatment sessions. The participants consisted of 60 EFL learners studying IELTS speaking at one of the language institutes in Kashmar, Khorasan-e-Razavi, Iran. Thirty of them were randomly assigned to the experimental group, while the remaining thirty were placed in the control group. Within the experimental group, information was conveyed using categories introduced by Stefanou et al. (2004), including cognitive, procedural, and organizational dimensions of autonomy support. An IELTS speaking test was administered as both the pretest and posttest to assess the effect of teacher autonomy support on enhancing the speaking proficiency skills of IELTS learners. baxsed on the results (P=.022, <.05) the experimental group demonstrated significantly superior performance compared to the control group. Thus, the intervention of the experimental group had a positive impact on posttest scores in comparison to the control group.