<p>This mixed-methods study investigated EFL teachers' perceptions of their students' beliefs, attitudes, and motivations toward online learning and how these perceptions relate to teachers' technology integration practices. Drawing upon theories of perception, functionality, and self-efficacy, the study explored the influence of teachers' internal factors on successful e-learning implementation. Quantitative data were collected from 346 EFL faculty members via a questionnaire assessing their perceptions of students' beliefs, attitudes, and motivations regarding online learning, as well as teachers' technology integration practices. Qualitative data were gathered through semi-structured interviews (n = 25) and a focus group (n = 7), exploring teachers' experiences and perspectives in greater depth. Quantitative analysis revealed significant correlations between teachers' perceptions of student characteristics and their technology use in online teaching. Specifically, teachers who perceived their students as possessing positive attitudes and strong motivations demonstrated more effective e-learning integration. Qualitative analysis identified recurring themes related to enhancing student engagement, addressing technological challenges, and the importance of institutional support. The findings emphasize the complex interplay between teachers' internal factors, students' online learning experiences, and effective technology integration in EFL contexts. This study offers valuable insights for educators and policymakers, highlighting the need for professional development initiatives focused on teachers' beliefs, attitudes, and motivations, as well as the creation of engaging and effective online learning environments that support student success. The results contribute to a more nuanced understanding of the factors influencing successful e-learning implementation in EFL settings.</p>