Reading critically in a foreign language (FL) is a fundamental skill which requires readers to go beyond literal comprehension of the texts and adopt an analytical perspective. Nevertheless, critical stance in FL reading is a newer territory and teachers' understanding and implementation of critical reading (CR) practices is crucial. Based on this need, this study aimed at exploring English as a Foreign Language (EFL) teachers' views on CR, their CR practices, and possible challenges they face when they implement such practices. For this purpose, seven university teachers in a Turkish EFL context participated in the study. In order to investigate their CR practices in depth, they answered an open-ended questionnaire, participated in semi-structured interviews, and wrote self-reflection reports. What is more, they were engaged in a hands-on practice of CR in their classrooms. Qualitative analyses in general revealed that although EFL teachers had theoretical information about CR to some extent, they did not implement CR practices to help learners interpret cultural, social, and power relations. In addition, teachers faced challenges stemming from both students and their own background while practicing CR. The results of the study proposed implications for teachers and teacher educators to enhance CR practices in EFL classes.