This qualitative study explores Turkish English as a Foreign Language (EFL) teachers' perspectives regarding current English Language Teaching (ELT) policies, ELT curriculum, assessment practices, and teacher motivation in the Turkish EFL setting. The study's participants in this study were three native Turkish EFL teachers, teaching at elementary, middle school and high school levels. Data in the present study were collected with semi-structured online interviews. The interview data were coded with a priori codes, and the data were analyzed according to thematic analysis. The focus of the study was to explore whether EFL teachers teaching at primary and secondary levels observed a gap between the language teaching policies and actual classroom implementation of these policies in the Turkish EFL context, and if there was a perceived gap, how this gap affected EFL teachers' motivation at different grade levels. The study found that teachers' classroom practices were inconsistent with the expectations of official language teaching policy. Even though the findings of this study are not generalizable, the findings of this study are transferrable to other educational contexts and can be used to deepen understanding of the policy and practice gap phenomenon in different EFL and English as a Second Language (ESL) contexts.