This study explores the interplay between motivation, language learning, and classroom management, specifically examining its impact on students' L2 self-development. The research addresses three key questions: (1) How do students and teachers perceive the link between motivation, language learning, and classroom management? (2) How do students perceive different teacher approaches and their impact on motivation and language learning? ? Utilizing interviews with two teachers and focus groups with 20 students, the study reveals diverse instructional approaches. Teacher A emphasizes intrinsic motivation, student agency, and personalized learning to foster a positive L2 self, whereas Teacher B focuses on structured environments and clear guidelines. Student feedback underscores the importance of autonomy, collaboration, and communication in enhancing motivation and engagement. The findings highlight the critical role of motivation, language strategies, and teacher-student interactions in shaping students' L2 self-perceptions. These insights offer valuable guidance for creating more effective and engaging learning environments that facilitate students' L2 self-development.