Abstarct: Language learning is a challenging project, and learners may lose their early passion and excitement during this long-term project. There is a concerning trend of Iranian EFL students giving up on language institutions due to a perceived lack of engagement. Accordingly, this thesis aimed to explore the perspectives of Iranian EFL teachers on improving student engagement by identifying and examining the factors that Iranian EFL teachers believe influence student engagement in EFL classrooms. Ten Iranian EFL teachers who work in different private language institutes in the city of Sabzevar participated in the study. The study employed constructivist grounded theory approach, and interviews were conducted using semi-structured questions. The Charmaz (2008) frxamework was used to analyze the data. The study's results revealed two main categories: internal and external factors that affect student engagement. The internal factors included motivation durability, learning challenges, learning goals, and personality features, while the external factors included the teacher's behavior, instructional materials, class environment, and social factors. The findings suggest that improving student engagement requires a multidimensional approach that addresses internal and external factors. Teachers' behaviors, such as using active learning strategies and providing feedback, were found to be crucial in enhancing student engagement. Additionally, instructional materials, class environment, and social factors were identified as critical external factors contributing to student engagement. This study provides insights into the perceptions of Iranian EFL teachers on how to improve student engagement in EFL classrooms and can be helpful for language teachers, curriculum planners, and policymakers to enhance English language learning outcomes.