There are many factors that affect the success or failure of foreign language learning. Some of these factors have more to do with cognitive, affective, and social dimensions of language learning, while others are related to curricular issues, teacher factors or learner factors, and a whole host of situational factors. In this article, I have selected eight factors (i.e., roles of input, output, fluency, formulaic expressions,motivation, grammar, vocabulary, and amount and intensity of instruction) which to a large extent are within the control of classroom teachers, and which play essential roles in the success of a foreign language programme. I argue that when each of these factors are given due attention by teachers, school administrators, and other key stakeholders, there is more than a fair chance that we might be able to raise the proficiency level of our EFL students up to a level considered sufficient for a variety of functional communicative purposes.