This study seeks to analyze English language teaching and learning in the informal context of education in Iran from the perspective of the theory of -World Englishes-. The qualitative data consisted of a total of 182-minute recording of 25 subjects- interviews and observation of seven 100-minute classes. The results revealed that most Iranian teachers- and learners- viewpoints are in contrast with the key concepts and tenets of the theory of -World Englishes- and that their teaching and learning practices are far from adherence to this theory. These findings further supported the claim that Iran\\\'s ELT still lives in the modernist era by believing in a world English rather than world Englishes and in the importance of conforming to it.

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