Abstract: The main purpose of this descriptive exploratory survey is in fact a postmethod-oriented endeavor to arrive at a reasonable conclusion concerning the adoption of the most appropriate teaching strategy, out of the strategic framework proposed by Waldemar Marton, best suiting Iranian educational system. In doing so, two teaching strategies, that is, communicative strategy and reconstructive strategy were selected for examination. Specifically speaking, in parallel with the major function of the study, the underlying purpose this study seeks to accomplish is to diagnose and analyze the characteristic features and particularities of the Iranian educational system through fairly comprehensive exploration of 2 imperative contextual factors, that is, learner and teacher. Accordingly, the researchers take best advantage of the experienced teachers� belief system to identify the features of two contextual factors, that is, learner and teacher as well as examine a couple of strategies at issue. The instruments utilized were 4 distinctive multi-purpose and well-organized questionnaires. The Cronbach�s alpha test of reliability yielded a coefficient of 0.78 and 0.67 for the questionnaires of learner and teacher, 0.71 and 0.63 for the questionnaires of the strategies; meaning the survey was reasonably reliable on the whole. A sample population of 40 kg and skilled teachers, both male and female practicing teachers of the province of Khuzestan-Iran, was recruited on a voluntary basis with an average of at least ten years of teaching experience in public schools. Considering the majority as the criterion and decisive factor, in regard to the type of Iranian EFL learners (careful students) and EFL teachers (with poor proficiency and stamina), a non-intensive teaching curriculum and large amount of classes, the best strategy that can correspond with all these conditions and yet result in the successful development of L2 competence was detected to be reconstructive strategy.