In successful education systems, teachers' professional performance plays a great role. Moreover, the quality of teaching is closely related to teachers' perceptions of their profession. In this respect, this study aims to present a comprehensive picture of English teachers' perceptions of their profession, their perceived self-value, their perceived value by others and teachers' career motivations and (dis)contentment factors. Accordingly, 123 English teachers working in state or private schools in Bursa participated in this study, and both qualitative and quantitative data were collected through a scale designed by the researchers. The results displayed that English teachers have positive perceptions of their professional status even though the majority feel unhappy with their working conditions. Nearly half of the participants chose to be an English teacher because of social utility values, and they seem content with their career choice. However, they seem to suffer from a status deficit owing to the undervaluing of their profession by society. In this case, the present study may have implications for policy makers who aim to improve the quality of education by considering the teachers' undeniable role in learning processes.