Ever since Freud (1894) introduced the notion of defense mechanisms, a myriad of researchers and scholars have placed paramount importance on this area. Freud’s (1894) breakthrough paved the way for a surfeit of research on different realms such as defense mechanisms in psychology, education, and psychotherapy. The aim of the present study was to investigate whether different kinds of defense mechanisms (immature, mature, and neurotic) are used by Iranian EFL teachers teaching in Kashan. In addition, the purpose of this study was to examine whether gender, teaching experience, and age affected the maturity of defense mechanisms used by them. The data of this research was collected through semi- structured interview questions based on the defense style proposed by Andrews, Singh, and Bond (1993). The participants attended a semi- structured interview. The questions were designed to explore the kind of defense mechanisms utilized by the teachers in their classes. The participants were 30 Iranian EFL teachers (15males and15 females) teaching in public schools and private institutes. Purposive and availability sampling techniques were used in this study for selecting individuals based on their gender, experience, and age. Qualitative data were obtained from the research. 23 was used to analyze the data. The results of the study indicated that the teachers participated in this study utilized some of the defense mechanisms more frequently such as, pseudo altruism, humor, sublimation, denial, isolation, and idealization. In contrast, some of defense mechanisms were used less frequently by EFL teachers such as splitting, passive aggression, projection, displacement, and undoing. However, gender, experience, and age did not have meaningful effect on the use of defense mechanisms by Iranian EFL teachers.