This study was designed to identify teacher effectiveness factors, according to the perceptions of the English teachers in Khuzestan. Participants were 215 male and female secondary school English teachers, selected by a multistage sampling method. A 50-item researcher-constructed questionnaire was administered to these teachers, asking them what characteristics they thought effective English teachers should possess or demonstrate. A Principal Component Analysis was used, which yielded the following four factors: (a) instructional strategies (15 items), (b) communication (social) skills (8 items), (c) personal characteristics (8 items), and (d) knowledge (5 items). Results indicated that, to these teachers, instructional strategies were viewed as more critical for teacher effectiveness than other characteristics. Implications for training centers, principals, and higher education planners as well as suggestions for further research were discussed.