This study was conducted to investigate the probable impact of narrative intelligence on self-regulation among Iranian EFL teachers. For this aim, a total of 125 English language teachers teaching in various language institutes in Mashhad took part in this study. They were collected based on convenience sampling. They were asked to complete one questionnaire: Teacher Self-regulation Scale (TSRS). For measuring EFL teachers' narrative intelligence, they were asked to perform on two narrative tasks. Task 1: they were required to talk about a strip story. Task 2: they were asked to talk about the topic "please tell the story of your first day at university". The narratives were recorded, transcribed, and rated based on Narrative Intelligence Scale (NIS). The result of the Correlational analysis indicated that narrative intelligence correlated positively with EFL teachers' self-regulation. Furthermore, from Stepwise Regression analysis, it was found that among narrative intelligence factors, emplotment was the best predictor of teachers' self-regulation. Finally, the results were discussed in details and implications were provided.

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