Delving into the existing research on EFL teacher success (TS), the role of EFL teacher concern (TC) in relation to their success, EFL learners’ general self-efficacy (GSE), and English self-efficacy (ESE) seems to be overlooked. Thus, the present endeavor attempts to shed light on the potential interrelationships between TC, TS, EFL learners\\\' GSE, and ESE, while also examining whether TC could serve as a predictor for TS, the learners’ GSE, and ESE. A sample of 265 intermediate to advanced Iranian EFL learners, selected through convenience sampling, took part in the study, filling out four questionnaires in Google Forms. Applying Pearson product-moment correlation and Structural Equation Modeling (SEM), the researchers came to positive correlations among the variables of the study, with TC positively predicting TS, ESE, and GSE. This quantitative study yielded awareness-raising implications for educational administrators, teacher trainers, EFL instructors, EFL learners, and researchers in relation to the crucial role of EFL teacher concern in TS and EFL learners’ GSE and ESE.

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