The present study investigated the differences among Iranian EFL teachers' beliefs about language teaching and learning regarding gender, teaching experience, academic degree, number of languages already known, and teacher training course (TTC). 168 Iranian EFL teachers participated in the study by completing an adapted and translated version of BALLI (Horwits, 1985) validated and factor-analyzed in Iranian context by Soodmand Afshar and Kasraee (2013). The results of Independent-Samples t-test indicated there was a significant difference among school teachers’ and institute teachers’ beliefs. The results of one-way ANOVA indicated teaching experience made significant differences in beliefs among teachers with varied teaching experiences. The results of post-hoc Tukey analysis indicated high-experienced group outperformed mid-experienced group who in turn outperformed their low-experienced counterparts. The results of Independent-Samples t-test showed teachers’ beliefs significantly differed concerning TTC participation. Additionally, the results of one-way ANOVA showed there was a significant difference among teachers' beliefs regarding the number of languages they already knew. The post-hoc Tukey results indicated those who knew more than three languages outperformed those who knew three who in turn outperformed those who knew two languages. Finally, gender and academic degree did not significantly differentiate teachers in their beliefs.
