This study assesses the effectiveness of the Process of Perfection (POP) teaching method in English as a Foreign Language (EFL) classrooms, particularly among students with varying English proficiency levels and limited access to ICT tools and teaching resources. Six English language teachers and 40 students from a Nepalese private school employing the POP method within the Global Classroom curriculum participated in the research. Using a mixed-methods approach, questionnaires were administered to both teachers and students to collect data. Findings indicate that, in Nepal's context, the advantages of the POP method outweigh its drawbacks. Teachers found it beneficial, simplifying the creation of hands-on activities, and aligning recommended activities with lesson content. Importantly, the method accommodated diverse learning styles: visual, auditory, and kinesthetic. Students reported satisfaction, perceiving the POP method as an enjoyable and effective learning process. However, some struggled with advanced English grammar concepts. This research underscores the need for ongoing educational adaptation, introduces the promising POP teaching method, and provides evidence of its efficacy within a specific educational context.