Nonverbal communication refers to the transmission of messages without the use of words. It encompasses a range of elements, including body language, facial expressions, gestures, eye contact, and space management. While nonverbal communication often serves to complement verbal communication, it serves to reinforce and clarify the spoken message, thereby making it a powerful tool in enhancing understanding between the sender and the receiver. This study investigates the use of non-verbal communication (NVC) by English teachers during classroom presentations and examines its role in enhancing students’ understanding. Employing a qualitative research design, data were collected through classroom observations and semi-structured interviews with two English teachers at SMKN 3 Banda Aceh. Thematic analysis revealed that both teachers integrated various NVC elements—including gestures, facial expressions, eye contact, body posture, and proxemics—either deliberately or intuitively to reinforce verbal explanations, manage classroom behavior, and sustain student engagement. Findings indicate that intentional use of NVC facilitates comprehension, fosters a supportive learning environment, and strengthens teacher-student rapport. While one teacher’s NVC practices were shaped by formal training, the other relied on spontaneous classroom interactions, yet both approaches yielded positive student responses. The study concludes that NVC is not merely supplementary but constitutes an essential pedagogical strategy in English language teaching. These results underscore the need for professional development programs to enhance teachers’ awareness and purposeful application of NVC, thereby improving instructional clarity, classroom interaction, and learning outcomes.