Previous studies have demonstrated the pedagogical advantages of alternative teaching methods (ATMs) such as project-based learning, exploratory learning, collaborative learning, and technology-integrated teaching. However, their actual implementation rate is low. The research question is which factors most influence teachers to apply ATMs. A quantitative study was conducted based on completed questionnaires from 98 teachers in Arab schools in Israel. The results show that practical experience with ATMs is the factor that most strongly correlated with their implementation. These findings are different from previous studies, which emphasized the teachers' attitudes toward ATMs and underestimated the importance of the practical experience.