Out-of-class resources offer a range of opportunities for language learning and teaching. However, teachers' integration of these resources into the Thai EFL context has received limited research attention. This mixed-methods study was conducted to explore how teachers incorporate out-of-class resources in their EFL classrooms, and conduct autonomy-supportive instruction in the Thai EFL context. The participants, English teachers based in Bangkok, Thailand, were purposively selected for the study. Data were collected through questionnaires, classroom observations, and in-depth interviews. The research findings indicate that teachers frequently and extensively rely on receptive-oriented resources, and foster a positive and supportive learning environment. However, the study highlights that teacher may need to actively teach learners how to employ learning strategies and evaluate out-of-class resources. It highlights putting more consideration into incorporating learners' perspectives into lessons, and encouraging reflection on the effectiveness of their own learning experiences to promote greater learner autonomy. The results obtained from classroom observations and interviews diverge from the findings of the questionnaire. This discrepancy leads to a pedagogical guideline highlighting the significance of incorporating learners' perspectives, promoting real-life application, developing self-directed learning skills and strategies, and adopting an active advisory role in learners' out-of-class language learning.