There is a change in the status of English from a foreign language to a common language of communication among people with different mother languages. While the new profile of English as a lingua franca (ELF) has important implications for language teaching, it is not yet clear how far language teachers in different learning contexts have embraced them. The present study aims to address this issue by exploring the attitudes of in-service English language teachers towards different aspects of ELF in the under-explored context of Iran. Fifty-four Iranian teachers of English from three English language institutes participated in the study. Qualitative and quantitative data were collected through a questionnaire and semi-structured interviews. The participants expressed their attitudes towards different ELF-related pedagogical issues. Findings showed that teachers' attitudes were multifarious ranging considerably in each domain. While the majority of the teachers favored native speakers' norms in terms of teaching pronunciation, grammatical accuracy and the exclusive use of materials produced by native speakers, they displayed ELF-informed attitudes towards teaching multicultural awareness. Findings also showed divisions between participants' attitudes towards the status of native speaker teachers and the use of nonnative materials in listening exams. The diverse attitudes of teachers towards ELF-related issues underscores the need for more fine-grained teaching training programs that are adjusted to instructors' needs in different learning contexts.