<p>The concept of linguistic investment has been extensively examined on a global scale. However, there remains a lack of clarity regarding the primary affordances for and constraints to English education in Iran. To fill this niche, semi-structured interviews were conducted with 18 English learners from a private institute to elucidate their perceived factors that facilitate or constrain English learning. The outcomes uncovered a strong enthusiasm for acquiring English proficiency, driven by diverse economic, social, and cultural benefits. It was also observed that the learners’ investment could be enhanced by addressing social, ideological, and pedagogical constraints imposed by societal norms, governmental policies, and educational frameworks. The learners’ age, proficiency level, and education level partly affected their perceptions. The findings unravel the complex landscape of English education in Iran, considering various socio-cultural and ideological dynamics influencing it. Language educators, curriculum developers, and educational policymakers should leverage these insights to refine teaching methodologies, reevaluate their perceptions of effective language education, and foster intercultural understanding in language curricula.</p>