A growing number of researchers have been exploring the cognitions of second language teachers (L2) in a wide scope. The purpose of this study is to investigate English language teachers' L2 pronunciation cognitions and their classroom practices. The sample consists of 164 English teachers and academics in English language and language education. A convergent parallel mixed method design was employed in the study. The quantitative data were collected by means of a pronunciation cognition questionnaire. As for the qualitative data, one-on-one semi-structured interviews and classroom observations were conducted to obtain in depth knowledge on L2 pronunciation cognitions and the practices of language teachers. Findings reveal that foreign language teachers are somewhat self-confident about their knowledge of English pronunciation, but they find correct pronunciation significant. However, the language educators' subject matter content knowledge of English pronunciation instruction seems to be confined to individual segments and transcription exercises. The participants also seem to need assistance to improve themselves in terms of teaching and assessment of pronunciation. Further, in classroom teaching practices, the suprasegmental features of target language were seen to be ignored considerably.