This study aims to explore the role of authentic materials in motivating English language learners, as perceived by educators. This study selected six research participants who were experienced educators with a minimum of six years of teaching English as a second language. This study adopted a phenomenological design to explore educators' lived experiences. This approach allowed me to capture the essence of their interactions with authentic materials and how these experiences influenced learner motivation. According to Creswell (2021), phenomenology focused on understanding individuals' subjective experiences, making it particularly suitable for my research goals. Results revealed three main themes such as Collaborative learning and feedback, supportive classroom culture, and reflective practice and continuous improvement are vital for creating an engaging and effective educational environment. Collaborative learning encourages students to work together, share ideas, and learn from one another, while feedback helps them recognize strengths and areas for growth. A supportive classroom culture fosters a sense of safety, respect, and belonging, which motivates students to participate and take academic risks. Reflective practice allows both teachers and students to evaluate their experiences, adapt strategies, and strive for ongoing improvement. Together, these themes promote deeper learning, personal growth, and continuous development for all members of the learning community. Thus, this study supports Vygotsky’s constructivist learning theory, which emphasizes the importance of the Zone of Proximal Development (ZPD) the space between what learners can do independently and what they can achieve with appropriate support.