This study examined the causes, consequences, and solutions of English as a foreign language (EFL) teachers' technophobia. To this end, a semi-structured interview was held with 48 Chinese EFL teachers working in different institutes. The results of MAXQDA indicated that technophobia is a multi-face and multi-source phenomenon, which can affect different areas of second language (L2) education. The most frequent causes of technophobia were teachers' "low technological knowledge and skills", "unfamiliarity with technology", and "lack of professional training". It was also found that EFL teachers' technophobia could engender "technology avoidance", "innovative teaching prevention", "inconvenient and outdated teaching", and "emotional distress and burden" on EFL teachers. Furthermore, it was revealed that this aversive emotion could be addressed by "attending professional development courses", "having a positive mentality", and "making psychological preparations". The discussion of the findings and their implications for EFL teachers and educators are presented at the end of the study.