<p>While teacher commitment has been a major focus of education research, there has been far less research in this area with language teachers, especially in EFL settings undergoing workplace reforms. Thus, the aim of the study is to examine factors impacting English language teachers’ occupational and organizational commitment in Saudi Arabia, where recent reforms have moved away from a tenure system to a contract-based system of employment in higher education. Ten ELT professionals (3 female, 7 male) at a university in Saudi Arabia participated through audio-recorded, semi-structured interviews with the lead researcher. The methods adopt an exploratory qualitative design, focusing on participants’ lived experiences and perceptions of experiences related to their occupational and organizational commitment. Findings indicated that a variety of factors that were categorized under the themes of environmental, personal, and student-related impacted their commitment to the profession of ELT and their workplace. The study highlights the multidimensional nature occupational commitment, discussing the affective (e.g., passion for teaching), continuance (e.g., investment in the field), and normative (e.g., religious values) mindsets evident in their commitment. The implications for the study underscore the importance of positive relationships with superiors and coworkers, fairness in task allocation, job security, professional development opportunities, and institutional prestige as crucial factors supporting organizational commitment. Future research should continue to examine commitment across different contexts and teaching populations to inform policy and practice aimed at addressing teacher turnover and attrition in ELT. </p>