This research aims to examine the impacts of culture on classroom participation among the English majored students at the Faculty of Literature and Human Sciences, Laghman University (LU), specifically seek to find out the impacts of multi-ethnicity, dressing styles, and family background that affect students' participation. A mixed-method of research approach has been employed in this study; an adapted questionnaire and a semi-structured interview have been used as the research instruments for this study. Both quantitative and qualitative data have been collected from one hundred and ten (n = 117) respondents. The quantitative data were descriptively analyzed using the SPSS version 24, and later the semi-structured interview has been thematically analyzed. After the analysis of the data, it was revealed that cultural factors hindered student’s participation. Significantly, participation was affected by their family upbringing, they were not allowed to speak in front of elders or teachers confidently, which progressively caused them to be passive in the classroom. Also, urban students are active, communicative, and more confident that is why rural area students’ participation prone decline nation due to shyness, low confidence level, and weak educational background. Higher educational institutions in Afghanistan recommended implementing a learner-centric method when teaching the students to enhance the practices of classroom participation.