This research investigates methods to enhance the conversational portion of the English as a Foreign Language (EFL) textbook called 'Vision 1' that is utilized in Iranian high schools. The study involves 50 Iranian EFL high school teachers within the age range of 25-40, who have been teaching for 3-7 years and currently incorporate 'Vision 1' into their English curriculum. The collection of qualitative data was accomplished by conducting semi-structured interviews to gain a deeper understanding of their viewpoints. The findings highlight challenges faced by teachers, such as limited oral practice opportunities, lack of authenticity in dialogues, and difficulty in engaging students. Proposed solutions include incorporating authentic dialogues, increasing oral practice opportunities, incorporating interactive activities, and providing teacher support materials. Implementing these insights can benefit not only the designers of EFL textbooks but also curriculum developers and language educators in Iran and similar educational contexts. By addressing the identified issues and incorporating the proposed solutions, it is expected that the conversational component of the 'Vision 1' textbook can be significantly enhanced, leading to more effective English language learning experiences for Iranian high school students.