Teachers' professional experience encompasses various aspects, from education and language proficiency to cultural sensitivity and effective communication. The motivation of EFL teachers is also a complex and multifaceted aspect that significantly influences their teaching effectiveness and overall job satisfaction. This study uses an ecological perspective nested ecosystem model to explore various aspects of EFL teachers' professional experience that foster their motivation. Three EFL teachers have participated in this study. The data was gathered through in- depth interviews and classroom observation. The finding portrayed the micro-, meso-, exo-, and macrosystem layers. It confirmed that innovation, training, reflection, analyzing problems, teaching support, cooperation, empathizing with students, a reduced workload and ratio, establishing limits and work-life balance, and fair monitoring aided teachers in motivating themselves in teaching.