This study investigates the use of three major categories of DMs by 40 male Saudi EFL teachers in their English classrooms, viz., additive, causative, and adversative DMs. The analysis revealed that the participant teachers used the three major DM categories; however, the additive discourse markers recorded the highest mean scores. The findings also indicate that DMs performed a number of pragmatic functions; they are deployed to express a cause, to show continuity and addition of new information, and to express contrast, denial and cancellation. Moreover, the results revealed that the participant teachers made many errors in the use of the DMs under investigation, but such errors fell into the category of misuse. The study concludes that English language and literature programmes at the Saudi universities should revise their curricula so that special attention is given to DMs. Moreover, teacher training programmes should focus on conjunctive discourse markers because of their impact on the cohesion of both spoken and written discourse.