This project aims to gain a deeper understanding of how English teachers use gestures in classrooms and to understand their reflections on their use of gestures. The data consist of classroom observations and interviews with English teachers about their use of gestures in the classroom. The data from both the interviews and the observations were analyzed through thematic analysis. Results show that teachers’ gestures come naturally while they are teaching. Teachers use various kinds of gestures, but they seldom plan their gestures. Beat, deictic, and iconic gestures are common, and teachers believe that their gestures have pedagogical benefits. According to the interviewed English teachers, teachers might not be aware of the diverse opportunities for learning that gestures can create.