The present study aimed to investigate the relationship between Iranian EFL Teachers' reflective behavior as well as their gender and their proficiency level. It also aimed to probe sub-scales of teachers' reflectivity as the best predictors of teachers' proficiency to determine whether different aspects of teacher reflectivity, namely, practical, cognitive, metacognitive, affective, and critical reflection had a noticeable impact on the proficiency level of Iranian EFL teachers. To this end, an IELTS test comprising four skills as well as the Language Teachers' Reflective Inventory (LTRI) were administered to 60 English teachers in three institutes in Shiraz, Iran. The results revealed a low positive relationship between reflectivity and teachers' EFL proficiency. Besides, among all subscales of teachers' reflectivity, just cognitive and practical had a significant contribution in predicting the scores on proficiency at p<0.05. In addition, no significant difference was seen in scores for different genders with respect to their reflectivity.