This mixed-method study investigated the language teachers' opinions on the inclusion of the principles of Participatory Approach in language classroom settings in Iran. Applying both quantitative and qualitative approaches of data collection procedures, the study explored the language teachers' attitude, on the perceived importance and use of the principles of Participatory Approach in two settings of high schools and private institutes. The results indicated that although both groups of teachers perceived the importance of inclusion of this approach in language classrooms, language teachers working in schools encounter some insurmountable obstacles in their teaching context. The problems of inclusion of Participatory Approach in both settings were then discussed by the teachers and the solutions were offered. Implication for further research is also suggested.