Learners’ attitudes play a crucial role in learning different grammatical structures in general and English conditionals in particular. Emphasizing on a cognitive linguistic perspective of conditional sentences, this paper reports on a qualitative-quantitative study that investigated the learners’ attitudes towards the effectiveness of this approach on their learning. As such, thirty Iranian EFL learners who attended a Cognitive Linguistic (CL)-based course on English conditionals were selected to be explored about their attitudes and perceptions about the efficiency of the course. Due to the qualitative and quantitative nature of the present study, both a thirty-item Likert scale questionnaire and a stimulated recall interview (SRI) were administered to collect the required data concerning participants’ attitudes and perceptions. The findings demonstrate that participants had a positive attitude towards the efficiency of CL approach and its application in learning English conditional sentences, and they acknowledged it as an effective approach. The participants, moreover, admitted that particular aspects of this approach, like the pedagogic tasks and instructional PowerPoints, the focus on meaning, text repair task, and the focus on production, were helpful for them. However, a few problems, such as time limitations, inactive partners, and a few animations and videos, were considered to be the negative aspects of this approach. Finally, this paper proposes some pedagogical implications for further study to crystalize the possible effects of the CL approach and learners’ ideas and opinions about its efficiency.