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Inclusive education for students with disabilities has become an important concern for educationists and scholars worldwide. Considering the significance of learning foreign languages to compete in every walk of life worldwide, the current study examines the impact of teachers’ various strategic actions, including inclusive teaching practices, universal design for learning, and teachers’ stroke in developing and enhancing students’ motivation to learn English as a Foreign Language (EFL) and the resultant perceptions of their EFL teaching efficiency. Applying a quantitative survey methodology, the data was collected from 193 students with disabilities studying in six different universities in Indonesia. Using SmartPLS-3 software, structural equation modeling was employed to analyze the data. The results revealed the significance of all three teaching strategies in enhancing students' perception of teachers' efficiency via an underlying mechanism of students' motivation to learn EFL. It is hoped that the study results will contribute to the existing body of literature regarding the teachers’ application of strategic ways and the development of students’ motivation and readiness for inclusion in EFL studies in the higher education sector. It will also help form a stimulating socio-cultural environment for efficient adaptation of people with disabilities having sufficient command in EFL.