During the last decades, increasing attention has been devoted to the notion of self-efficacy and its impact on education. The present study sought to examine Iranian EFL (English as a Foreign Language) teachers' perceptions of the characteristics of efficacious learners. The data were collected from 323 EFL teachers through a first-time self-prepared, validated, and piloted survey (with 100 EFL teachers similar to the main participants, with a Cronbach's Alpha of .08). Overall, the results of the study revealed the multi-dimensional nature of EFL teachers' perceptions with regard to EFL learners' efficacy. First and foremost, in the preliminary step of developing the survey, the results from the exploratory factor analysis led to the emergence of five different factors concerning efficacious EFL learners, namely (1) learning self-regulation, (2) ambiguity tolerance and adaptability, (3) linguistic processing and production, (4) self-assessment and memory strategies, and (5) risk-taking and communication management. Moreover, the findings from the two-group MANOVA showed that teaching experience and gender did not have any statistically significant effect on the five constructs of teachers' perception of efficacious learners. We would argue that in order for EFL teachers to be more successful, they need to increase their knowledge and understanding of their learners' specific needs and requirements. Teachers need to be aware of the factors affecting the learners' self-efficacy to be able to enhance it. It should be noted that our results provide valuable information for EFL teachers, materials developers, and syllabus designers.