This study investigated the effect of using Stoodle software program on Iranian EFL teachers' autonomy, creativity, and work engagement in the light of teaching experience and gender. The participants comprised 60 EFL teachers including 30 male (15 novice and 15 experienced) and 30 female (15 novice and 15 experienced) teachers teaching at five language institutes in Ahvaz. Two briefing sessions were held to make the participants familiar with Stoodle and how to use it in their classes. Prior to the implementation of the treatment, all the teachers were required to respond to the three scales of autonomy, creativity, and work engagement. After the implementation of the treatment, they were asked again to respond to the mentioned scales. The results of statistical analysis indicated that using the online Stoodle software program had significant effects on improving EFL teachers' autonomy, creativity, and work engagement. However, gender and teaching experience did not have a significant role in contributing to teachers' autonomy creativity, and work engagement in the Stoodle condition. Moreover, the interaction between gender and teaching experience did not leave a significant impact on teachers' autonomy, creativity, and work engagement. The results are discussed and implications for language teaching are provided.