Investigation of teachers’ attitudes toward extensive reading in the foreign language context appears to have been taken for granted. Hence, the present study was an attempt to probe Iranian English as a Foreign Language (EFL) teachers’ attitudes toward extensive reading and their perceived barriers regarding employing it in the classroom. Therefore, 60 teachers were selected from State and Azad universities of Guilan, Mazandaran, and Golestan. To collect the data, a questionnaire and semi-structured interview were used. Findings revealed teachers were mostly aware of extensive reading. In addition, they held positive attitudes about the effect of extensive reading on learners’ achievement and the development of reading and vocabulary. Teachers were concerned with using authentic materials in extensive reading as a teaching program. Finally, optimal time management was found to be an effective factor that can lead to positive results regarding the use of extensive reading. The results of the study contributed to the use of extensive reading as an effective teaching program to improve learners’ achievement in a real-life setting although teachers’ awareness-raising through teacher education program and their time management has to be taken into account in advance.
