Along with the developments of the internet and digital technology, teachers can have better opportunities to apply technology to improve learning and teaching a second or foreign language. When opting for any kind of technology, educational authorities should consider different aspects of employing technological tools in the process of learning and teaching. This study set out to explore the attitudes of English as a foreign language (EFL) teachers toward the educational use of Skype and its integration into the EFL classroom. The participants were five university professors who had experienced Skype-based instruction at Mustansiriya University in Iraq. A qualitative methodology, involving semi-structured interviews, was adopted for data collection. The findings indicated that there was a general positive tendency towards Skype-based instruction in higher education. Moreover, the results showed that teachers’ beliefs, intentions, and perspectives on technology are significant factors which can determine how technology is integrated into the classroom. The teachers who had traditional views of language teaching and learning preferred blended instruction (in favor of more traditional methods). Those who held more constructivist conceptions of teaching and learning desired dominant technology-based EFL classrooms. The findings of this study may shed some light on how educational authorities can facilitate the integration of social media into EFL contexts

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