A large number of trained Young Learners of English (YLE) teachers leave the language academies soon after being employed. These teachers usually suffer from high levels of stress and anxiety during their career which might lead to burnout and demotivation. Considering the impact of vision in motivating teachers and learners (Dornyei & Kubanyiova, 2014), this research project was designed to study vision from different perspectives. What we know about the vision of an ideal classroom environment is only limited to a number of small-scale qualitative studies that have explored the development of teachers’ vision throughout their career. Thus, adopting mixed method research, this study employed a combination of qualitative and quantitative approaches to explore the complex and dynamic nature of vision. In the first stage of the study, the development of vision of an ideal YLE class in English as a Foreign Language (EFL) teachers was investigated. This stage was a longitudinal/cross-sectional study in which 40 YLE teachers’ development of vision of an ideal class was examined via four rounds of researcher-made interviews before and after Teacher Training Courses (TTC), and during the first year of their teaching experience. Moreover, the visions of novice teachers were compared with those of 20 experienced YLE teachers who sat for the same interview. The collected interview data suggested the dynamic nature of vision and indicated what may contribute to novice teachers’ decision to remain or leave the profession. The results also determined the juxtaposition between vision and practice addressing the development of YLE teachers’ visualization in their career path. The findings of the first stage were used in the second stage to pursue the development of a psychometrically valid measure of the factors involved in teachers’ vision of an ideal Young Learners English (YLE) classroom environment. To achieve this goal, a five-factor model of an ideal YLE classroom environmen
