This chapter explores Persian-speaking English Language Teachers’ (ELTs) perceptions of English accents and pronunciation within the English as an International Language (EIL) framework, providing insights for Persian Applied Linguistics. Utilizing a mixed-methods approach, data were collected from Persian-speaking ELTs through questionnaires and interviews. Findings reveal a strong acceptance of non-native accents, prioritizing intelligibility and communicative acceptability over native-speaker norms. From a Persian Applied Linguistics perspective, this research emphasizes the need for context-specific pronunciation pedagogy. It highlights the importance of integrating EIL principles into teacher training and curriculum development, fostering culturally sensitive approaches that acknowledge the linguistic realities of Persian-speaking learners. This chapter demonstrates the necessity of validating diverse linguistic identities within Persian Applied Linguistics. Furthermore, it indicates that raising awareness of accent diversity enhances communicative competence in intercultural exchanges. This research contributes to a deeper understanding of language teaching, advocating for pedagogical strategies that reflect globalized linguistic diversity.