This study explores the influence of students' seating arrangements on their achievement in English as a Foreign Language (EFL) classroom, focusing on cognitive, affective and psychomotor domains. It examines teacher’s beliefs and students' perceptions of how seating arrangements influence students’ achievement. Using a qualitative research design, which involve an English teacher and 10 ninth-grade students of SMPN 3 Ingin Jaya. The findings suggest that teacher beliefs about seating arrangements have a significant impact on student participation and engagement. However, while most students acknowledged the influence of seating arrangements on concentration, some felt that seating arrangements did not affect their learning or English language development.