This study examined Iranian English as a Foreign Language (EFL) teachers' perceptions and use of politeness strategies in oral classroom discourse. In so doing, 29 EFL teachers were selected, and their classroom conversations with their students were audio-taped and observed. Further, ten teachers were interviewed to provide a deeper insight into the teachers' perceptions of politeness. The research results revealed that Iranian EFL teachers tended to use positive politeness strategies in most of their interactions with their students to soften their voice and give further credit to their ideas, values, attitudes, and belief. These findings can affect various aspects of teachers' classroom interactions and profession.