Many institutes conduct extra English classes to allow weaker students to improve their English proficiency and cope with institutions' language demands. The study, therefore, sought to discover English as a Foreign Language (EFL) low-achieving learners' perceptions and motivation toward the English remedial program. The study also investigated the gender difference among the participants regarding the remedial classes. Forty-five Omani elementary-level students were selected as the population of this study. To collect the data, a questionnaire adapted from Salami (2019) was used along with the interview sessions using six open-ended questions. The study's results revealed that Omani students were strongly motivated to enroll in English remedial classes. Moreover, they had positive perceptions toward English remedial courses. The findings also revealed that Omani female students were slightly more interested in English remedial courses. Therefore, the study will significantly motivate teachers and institutions to focus on providing English remedial classes for their low-achieving students.