The purpose of this study was to investigate the potential of transformational teaching practices in learning and teaching of English as a second language in Pakistan. The study examined student descriptions about professorial charisma, intellectual stimulation, and individualized consideration in bachelor English programs, as well as how these variables predicted effective teaching in the English language classes. A sample of 490 undergraduate students responded to a survey in seven public and private universities in Pakistan. The findings indicated that the transformational teaching behaviors were associated with the effective teaching. Regression analysis indicated that professorial charisma, intellectual stimulation, and individualized consideration were significant predictors of effective teaching in the English language classes. The implications for the improvement of English education are considered.