Students’ standard of proficiency is among the important factors which could affect the teaching of the English language in a classroom. Often times, classrooms comprise of students of mixed proficiencies. This non-homogeneity poses a daunting task on teachers. With teachers governed by limited assistance, guided with a national curriculum and rigid timeline, it is often wondered how such classes are conducted. The use of L1 in a L2 classroom is almost frowned at in more affluent Asian countries but for Malaysia, it is common practice to use L1 in most classes even when L2 is the language of instruction. The objective of this study is to uncover the teaching methods employed in classrooms where there existed a non-homogenous English language proficiency. The other objective was to classify the methods into the four components in language learning. To investigate the methods adopted by teachers teaching an English language class, five teachers and 10 students of a secondary school were interviewed. Following an analysis, four themes emerged: L1 in L2 classroom, linear learning, reluctant students, and learning transcends content. These themes were specific to each language skill (listening, speaking, writing and reading). It was concluded that these teachers' beliefs, which were the product of their experience in the classroom, had an influence in their classroom approach of teaching the English language.