Considering various uses of the word \\\\\\\"bilingual\\\\\\\" in different settings, there are two views regarding who can be called a bilingual. The minimalist view considers the minimal amount of proficiency in a second language (L2) as sufficient to consider an individual a bilingual, while the maximalist approach requires the bilingual to have complete mastery in L2. The aim of this study was to investigate whether the perceptions of EFL teachers and learners towards bilingualism align with either the minimalist or maximalist approach. Additionally, it aimed to determine whether significant differences exist in perceptions between EFL teachers and learners regarding bilingualism. To this end, 523 Iranian EFL teachers and learners filled out an adapted version of the Perceptions of Bilingualism Scale. The construct validity of the scale and its subconstructs were determined by exploratory factor analysis (EFA) and confirmed using confirmatory factor analysis (CFA). Further, a series of independent sample t-tests and one-way analysis of variance (ANOVA) were run to check the mean differences between genders, levels of language proficiency, English-related majors and other majors, as well as EFL learners’ and teachers’ views towards bilingualism. The findings showed that teachers (compared to learners), high intermediate and advanced participants (compared to their intermediate and below counterparts), English-major learners (compared to non-English majors), older participants, and those with a higher level of education have a significantly more minimalist view of bilingualism. In the end, the findings were discussed in the context of the Iranian EFL context.

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