This study investigates Iranian English as a Foreign Language (EFL) teachers’ beliefs about the practice of pedagogical translanguaging. First, an online questionnaire consisting of 15 questions across four areas was completed by 55 in-service EFL teachers from different cities in Iran. Second, semi-structured interviews were conducted with two novice and two experienced teachers to investigate their positions on translanguaging practices in EFL classrooms. The analysis resulted in the formation of three factors: effectiveness, enjoyment, and self-confidence. Further, the findings obtained through thematic analysis resulted in five themes: teachers’ familiarity with the concept of translanguaging, teachers’ positions on translanguaging pedagogy, teachers’ awareness of switching between languages, teachers’ concerns about the implementation of translanguaging pedagogy, and teachers’ beliefs about their students’ language learning through translanguaging. In general, novice teachers were found to be more open to translanguaging, whereas teachers who disagreed with translanguaging thought that students experience a more peaceful and stress-free environment without this approach.