The purpose of this study was to contrast undergraduate students' descriptions about transformational teaching practices, and student deep learning in bachelor English programs in selected universities within Pakistan. This study utilized a survey to gather responses from five hundred and twenty three students. A paired sample t test was utilized to examine student differences on these variables in the English language and literature classes. The findings of this study revealed that there were significant differences among undergraduate students on deep learning in the English language and literature classes. The implications for the improvement of English education are considered.