Organisation issues rarely feature in the English language education literature, since language education is seemingly mostly concerned with the individual learner or teacher. As such, the impact that school climate might have on Iranian English language teachers remains an uncharted territory. This mixed-method study explores the relationship between organisational climate and EFL teachers' job satisfaction. A total of 128 male and female EFL teachers from public and private language institutes responded to two scales, one assessing school organisational climate and the second assessing teachers' job satisfaction. Interviews were also held with 12 participants. Correlations, t-tests, multiple regression analyses as well as thematic analysis revealed that teachers in both public and private language institutes were moderately dissatisfied with their jobs and they do not perceive their institutional climates to be favourable. Moreover, there exists a significant positive relationship between organisational climate and EFL teachers' job satisfaction was found. It was also found that private and public language schools had significantly different organisational climates. Finally, organisational climate dimensions of principal leadership and reward system appeared to be significant predictors of EFL teachers' job satisfaction.