Due to the rapid growth of online education, teachers around the globe are struggling to engage students and make meaningful relationships with them in online classes. Students' engagement is significant in online and on-campus classes to make the content more attractive and enjoyable to students and raise their performance, motivation, and satisfaction. By implementing various simple and highly effective strategies, teachers can build meaningful relationships with online students. The study examined teachers' best practices for students' engagement in online English language classes. Moreover, it investigated teachers' perception of students' engagement in online English language classes at cycle two schools in Oman and explored the challenges that could impede such engagement. The study used descriptive-analytic methods to collect and analyze the data. The study's target was male and female English language teachers at cycle two schools in Oman. A total number of 256 responses were collected. The quantitative data were analyzed through descriptive and inferential statistics using SPSS and NVIVO 12 for the data of the open-ended questions. The study's findings concluded with an ordered list of students' engagement strategies depending on teachers' experience in engaging students in online classes. Moreover, it confirmed the effectiveness of the three engagement strategies in online classes. In addition, the study's findings indicated that teachers perceived student–content engagement strategies as significantly more effective than the student-teacher and student-student engagement strategies. However, the results illustrated no differences in teachers' perceptions of students' engagement due to gender, teaching experience, and professional development course attendance. Finally, the study presented some implications, recommendations, and suggestions for future research.