The present study attempted to investigate the status of pragmatics among Iranian EFL learners. Status of pragmatics was analyzed in terms of the amount of pragmatic knowledge EFL learners believed to have and the amount of pragmatic knowledge they believed to receive from teachers, classmates, course books, and exams. Additionally, attempts were made to find out whether or not there is a significant difference between male and female EFL learners in terms of pragmatic awareness. Results showed that Iranian EFL learners were aware of the importance of pragmatics and attributed a high level of pragmatic awareness to their teachers, but believed that they did not receive enough pragmatic knowledge from their teachers. The frequent method used by their teachers to teach pragmatics was error correction. Besides, learners believed that their classmates did not care enough about pragmatics, and course book and exams, from their point of view, did not cover enough pragmatic information. Gender played a significant role in pragmatic awareness of Iranian EFL learners.