The present study aimed not only to study the factorial structure of 30-indicator Foreign Language Identity Scale (FLIS) within an educationally controlled level but also to explore its relationships with the achievement of English as a foreign language (EFL). To this end, the FLIS was administered to six hundred and eighty grade three high school (G3HS) students in Mashhad, Iran, and their responses were subjected to Principal Axis Factoring. The rotation of results via Varimax with Kaiser Normalization and removing low cross loading indicators yielded five factors, i.e., Idealized Reception, Idealized Society, First Languaculture, Idealized Self-Expression, and Idealized Communication. The findings thus confirm EFL identity as a factorial construct whose five dimensions correlate significantly with each other. With the exception of First Languaculture which emphasis the relationship between G3HS students’ Persian and EFL identity, Idealized Reception, Idealized Society, Idealized Self-Expression, and Idealized Communication correlate significantly with EFL achievement. Among these factors, Idealized Reception shows the strongest relationship with EFL achievement followed by the FLIS itself. The results are discussed and suggestions are made for future research.

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