The purpose of this multi-participant qualitative case study was to investigate
effective teachings practices among highly-regarded second language teachers and how
they developed during teacher education programs and in their careers. Furthermore,
since COVID-19 has had a remarkable impact in every aspect of living worldwide,
including in the field of education, this study also attempted to illustrate how highlyregarded
second language teachers adapted to emergent remote teaching. The focal
participates were six highly-regarded second language teachers, who were
recommended by second language researchers, educators, and professional organization
leaders as having outstanding and even innovative teaching practices. Data were
collected through semi-structured interviews and analyzed qualitatively. Activity
Theory and Ambitious Teaching guided this study and were utilized as theoretical
frameworks. Themes related to the theoretical frameworks and patterns that appeared among these highly-regarded
teachers were discussed. In order to cultivate second language learning and create
effective second language classes, highly-regarded language teachers nurtured studentcentered
classrooms, that were enriched with inspiring and encouraging activities,