This qualitative study explores how nonnative teachers (NNTs) of Persian as a Foreign Language (PFL) conceptualize and teach politeness, particularly the dual dimensions of conduct politeness (morally appropriate behavior) and etiquette politeness (socially acceptable behavior), as theorized by Jucker (Politeness Res 20(1):87–109, 2024). Drawing on semistructured interviews with 25 NNTs based in the United States and Europe, the research identifies key pedagogical strategies and identity negotiations involved in teaching Persian politeness outside its cultural context. Findings reveal that instructors often prioritize etiquette politeness due to its teachability and observable features, while conduct politeness—rooted in values like humility and respect—is more challenging to address. Participants employ strategies such as pedagogical translation, reframing Persian norms through analogies from their own cultures, and adopt the identity of informed outsiders to navigate their lack of native cultural immersion. The study also highlights teachers” experiences of pragmatic vulnerability and their efforts to foster critical, reflective classrooms rather than reproduce native-like cultural norms. These findings underscore the need for pragmatics-focused training for NNTs and advocate for culturally responsive instruction that emphasizes inquiry over authenticity. The study contributes to scholarship on intercultural pedagogy and offers implications for teacher education in low-immersion language learning environments.