Learning English means crossing the boundaries of one‟s home culture into a foreign culture – a challenging cross-cultural experience influencing one‟s home culture attachment. Teachers of English as a Foreign Language (EFL teachers) are products of degrees of identity conflict experienced while learning English. The major aims of this study were to investigate, firstly, to what extent EFL teachers have preserved their home culture, and secondly, whether and how six demographic factors, namely, age, length of being bilingual, knowing other languages, length of teaching experience, gender, and marital status can influence their home culture attachment. To this end, a previously constructed and validated home culture dependency questionnaire was 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. Finally, the statistical results were discussed and implications were provided in the context of English language teaching.

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