The purpose of the present study was to systematically investigate the relationship among EFL teachers’ Reflective Teaching (RT), Use of Motivational Strategies (UMS), and Classroom Management (CM). For this purpose, 115 male and female EFL teachers, within the age range of 21 to 50 (M = 35) and with 4 to 20 years of teaching experience, were selected based on convenience sampling strategy. They were asked to fill in three questionnaires viz the English Language Teaching Reflection Inventory by Akbari, Behzadpour, and Dadvand (2010), the Motivational Strategies Questionnaire by Cheng and Dӧrnyei (2007), and the Attitudes and Beliefs of Classroom Control Inventory by Martin, Yin, and Baldwin (1998). The formulated research questions were answered through employing both parametric and non-parametric tests. The obtained results indicated that there was a significant and positive correlation between RT and UMS, RT and CM, and UMS and CM. Furthermore, running a multiple regression analysis and comparing the β values revealed that RT has the largest absolute β coefficient, making it the strongest statistically significant unique contributor to predicting CM. UMS turned out to be the second significant predictor of CM scores. Following a discussion on the obtained results, the pertinent implications and recommendations are presented at the end.