Recently, the adoption of the student–active learning (SAL) approach in English as Foreign Language (EFL) classrooms started to be implemented quite extensively as a valuable approach to shift from the traditional teacher–centered classrooms to the innovative student–centered classrooms towards effective students’ learning. Despite the value of the SAL approach and the ongoing support afforded towards its adoption, some EFL teachers still continue to use traditional methods in most of their classrooms. This paper aims to investigate the teachers’ Levels of Use (LoU) in the adoption of the SAL approach in their classrooms. In this study, the survey research method and in–depth interviews were employed for data collection. The first instrument used was the levels of Use Self–Assessment (LoU–SA) questionnaire to obtain a holistic picture of the teachers’ LoU pertaining to the SAL approach adoption. The Levels of Use Interview Schedule (LoU–IS) was used to elicit further information related to their LoU in the adoption of the SAL approach. This study found that the majority of the teachers were at the Refinement Level (IVB), and equally at the Preparation Level (II), the Mechanical Use Level (III) and the Routine Level (IVA) based on the LoU–SA questionnaire. Based on the LoU–IS, the findings showed that the majority of the teachers were in the middle area and equally distributed at the Mechanical Use Level (III), the Routine Level (IVA) and the Refinement Level (IVB).