This study attempts to examine the role of English as a Foreign Language (EFL) teachers’ access to social as well as cultural capital in their home culture attachment, using Bourdieu’s theories in the sociology of education as frames of reference. To this end, two questionnaires were administered to a sample of 342 Iranian EFL teachers from more than 25 private language schools in Mashhad, a city in the northeast of Iran. The results demonstrated that though teachers’ home culture attachment was not influenced by their total social/cultural capital, access to two components of social/cultural capital, namely social competence and social solidarity, played a significant role in teachers’ home culture attachment.

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