This qualitative case study explores the impact of teaching methods on students’ motivation in learning English as a Foreign Language (EFL) at a senior high school in Surakarta. Grounded in the L2 Motivational Self System (Dörnyei, 2005) and the ARCS Model of Motivation (Keller, 1987), this research examines students’ perceptions of how various teaching methods impact their learning experience and motivation. Data were collected through classroom observations, documentation, and semi-structured interviews with tenth-grade students. The findings reveal that teaching methods incorporating visual media, interactive strategies, constructive feedback, participatory tasks, and rewards significantly enhance students’ attention, sense of relevance, confidence, and satisfaction, key components of motivation as outlined in the ARCS model. Students responded positively to methods that promoted engagement and real-world relevance, such as discussions, question-and-answer sessions, and contextualized materials. The study concludes that thoughtfully implemented teaching methods can create positive L2 learning experiences, which play a crucial role in motivating students in EFL classrooms. The results provide practical insights for EFL educators to design motivational learning environments that cater to students’ psychological and academic needs.