There exists cross-cultural differences in English classes regarding the factors that demotivate students and lead to dropout. The present study, following the guidelines suggested by Rowsell (1992), mainly aimed to design and validate a questionnaire for the reasons for dropout. To do so, the researchers, first, interviewed with 20 translation teachers and experts based on criterion sampling and the results emerged from the interviews were categorized into 16 common themes. Then, the questionnaire items including 28 items were constructed based on the commonalities emerged from the responses, and it was administered to 90 subjects during the two phases of pilot study. The researchers opted for factor analysis to determine the hidden traits of the questionnaire. Initially, PCA extracted 9 factors with eigenvalues greater than 1.0, accounting for 78% of the variance. Out of 28 items, 26 items had loadings of 0.40 or greater on any factor. During the second phase of the pilot study, the questionnaire was administered again to 90 subjects, and this time, PCA extracted 8 factors, accounting for 75% of the variance. Finally, the researchers explored the students' justifications for the major reasons for dropout from English institutes. The study offers practical implications for language teachers and students.