The aim of this paper is to investigate EFL (English as a Foreign Language) students’ acceptance of teacher interventions to disruptive behavior in the classroom. As a method, qualitative research was conducted, including a collection of qualitative and quantitative data through a questionnaire, as well as a qualitative analysis. The respondents to the questionnaire were grade 7-9 students, located in the southern part of Sweden. The results indicate that the two interventions which both research and the study’s participants accepted, were Shorter recess and Quiet reprimand. Further, the interventions which research and the respondents somewhat agreed on, were Ignore, Stare, Approach and Parents/principal. Lastly, the two interventions which research and the participants disagreed on, were Stop it and Other room. There is a need for more research on students’ acceptance of interventions; therefore, we recommend future researchers to investigate it further.