This research sought to investigate Iranian EFL teachers’ reaction to their colleagues’ mistakes and the probable factors influencing their response. Moreover, it was momentous to the researchers to figure out whether teaching experience and gender play any significant role in the way the participants respond or not. Therefore, 144 teachers were selected with different teaching experiences. The participants were provided with a Discourse Completion Task (DCT) in which they were asked to imagine themselves in a situation where a colleague makes a mistake, and to respond how they would react with the aid of 7 options and a blank space to write a comment or an answer, which was not included. At the end, their responses were first transformed into tables and bar graphs illustrating the frequency and percentage of each option, and then were deeply analyzed. It was concluded that gender and teaching experience do not have a profound effect on the applied correction method and teachers’ speech act of correction and the way they react to their colleagues’ mistakes is more culture-bound than being related to experience and gender.

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