This study addresses a notable gap in the literature by investigating the implementation of the Dogme approach in English language teaching, particularly within the Saudi Arabian educational framework. Through a mixed-methods research design, the study explores the perceptions of English language educators regarding the utilization of the Dogme approach in their instructional practices. Quantitative data from a structured questionnaire administered to 118 teachers and qualitative insights from semi-structured interviews with 12 teachers reveal a predominant inclination towards adopting the Dogme approach, alongside a nuanced understanding of its advantages and drawbacks. The implications of these findings extend to students, educators, and policymakers, offering valuable insights to inform pedagogical strategies and curriculum development efforts aimed at enhancing English language instruction within Saudi Arabia.