This study is encouraged by the importance of understanding teacher bias in English as a foreign language (EFL) learning, given that teacher-student interactions play a crucial role in promoting participation and learning development. The study aims to describe teacher bias in EFL learning interactions at the junior high school level and its impact on student encouraged, participation, and perceptions of fairness. Although this issue has been extensively researched, there are still few contextual studies in Indonesia that involve students' perspectives in EFL classrooms. This study uses a qualitative method and case study research design, with data were collected through classroom observation, video recordings, and Focus Group Discussions (FGD) with ten students, then analyzed using Braun & Clarke's thematic method. The findings reveal how teacher bias shapes classroom dynamics and interaction patterns, resulting in unequal student participation and engagement. Uneven attention, feedback, and support contribute to social imbalances in the classroom. These result emphasize the importance of teacher reflection on interaction patterns and the need for professional training to create more equitable and inclusive learning environments.