The aim of this study was to investigate the Iranian English as a Foreign Language (EFL) teachers' willingness to implement postmethod pedagogy in the Iranian context. In so doing, a mixed methods approach was employed in which first a validated postmethod questionnaire was administered to a nationally representative sample of 711 Iranian EFL teachers. Then, a series of focus group discussions and individual interviews with 30 teachers were carried out in the qualitative phase of the study. The findings of quantitative data analyses revealed that the Iranian EFL teachers were not willing to implement postmethod principles in their classrooms. Furthermore, the result of the content analysis for the qualitative phase indicated that Iranian EFL teachers do not implement any particular method in the strict sense of the word. Moreover, the teachers mentioned knowledge and experience of teachers; lack of adequate teacher training program; time and financial constraints of teachers; idealistic nature of postmethod; resistance of language institutes; little support of textbook developers; and cultural tradition as the impediments to the implementation of postmethod pedagogy in Iran. Finally, the theoretical and practical implications of this study are discussed.
