This study investigates the implementation of Task-Based Language Learning (TBLL) in an English as a Foreign Language (EFL) classroom and explores students’ perceptions of their engagement throughout the process. Using a qualitative descriptive approach, data were collected through classroom observation, a teacher interview, and focus group discussions with students. Thematic analysis was applied to identify key patterns in the data related to emotional, cognitive, and behavioral engagement. Findings show that students generally responded positively to TBLL, especially when tasks were interactive, collaborative, and creatively designed, such as poster-making, role-playing, and group discussions. These tasks enhanced students’ enjoyment and confidence, encouraging them to participate more actively in learning. However, several challenges were noted, including unclear instructions, unequal participation during group work, and a lack of consistent feedback. Despite these limitations, students demonstrated a clear understanding of the types of activities that supported their learning and motivation. The results suggest that TBLL can effectively foster engagement when implemented with clear task guidance, structured peer collaboration, and reflective follow-up. This study highlights the importance of designing tasks that are meaningful, student-centered, and well-facilitated to optimize learning outcomes in the EFL context.