This research explores the implementation of teacher questioning strategies in promoting students’ behavioral engagement in an EFL Classroom at a state of senior high school in Surakarta. The study aims to identify the types of questioning strategies used by the teacher and to examine their role in fostering students’ behavioral engagement. A qualitative research design with a case study approach was employed, with data collected through classroom observation and semistructured interviews. The findings revealed that teacher questioning strategies had a significant influenced on students’ behavioral engagement. The strategies identified included, wait time, repetition, probing, and paraphrasing. Among these strategies, wait time was the most frequently used strategy and was found to encourage students to respond more confidently without feeling pressured. Repetition helped refocus students’ attention, while probing encouraged active participation by prompting students to expand their answers. Lastly, paraphrasing supported positive student behavior, particularly by helping students pay closer attention to the teacher’s questions. These strategies play an important role in promoting students’ behavioral engagement, which was reflected in student conduct, student participation, and student interest. Student demonstrated more positive classroom behavior, actively participated in learning activities, and showed greater willingness to contribute to classroom discussions. Overall, this research highlights that teacher questioning strategies play an important role in shaping students’ observable classroom behavior and fostering a more interactive, supportive, and learner-centered EFL classroom environment.