Abstarct: This study sought to investigate the effective strategies employed by high school English as a Foreign Language (EFL) teachers to enhance their students' performance in the English module of the Iranian National University Entrance Examination (INUEE). Two EFL teachers with substantial teaching experience were purposefully selected baxsed on their proven success in preparing students for this crucial examination. A narrative inquiry approach was adopted for this qualitative study. Unstructured interviews served as the primary data collection instrument, allowing for in-depth exploration of the teachers' perspectives and experiences. The collected data were analyzed through a process of thematic analysis, involving the identification, interpretation, and synthesis of key themes. The goal was to construct a coherent narrative that captured the essence of the effective teaching strategies employed. The findings of this study revealed that a diverse range of teaching strategies can significantly contribute to improved performance in the INUEE English module. These strategies encompass structured instruction, ample practice and repetition, active and interactive learning, and the contextualized teaching of grammar. By familiarizing students with the examination's structure and requirements, these strategies foster a deeper understanding of language concepts and enhance their ability to effectively answer the English module questions.