This study investigated the types of communication strategies used by a teacher and the reasons for their use in the 3A teenager class at a language center in Surabaya. A qualitative approach was employed, with data collected through direct observation and interviews. The study applied Mariani’s (2010) framework, which categorizes communication strategies into five types: meaning-expression, meaning-negotiation, conversation-management, para- and extra-linguistic, and interaction-monitoring. Of these, only four types were observed in the classroom; interaction-monitoring was not used. Interview results showed that the communication strategies were used to help students better understand the material, confirm comprehension, maintain a structured and efficient flow of classroom interaction, and support non-verbal communication. Future studies could investigate communication strategies in classrooms with larger student groups or different educational levels. Other factors such as teaching style and student background may also be explored to better understand what influences the effectiveness of these strategies