Well-being, burnout, and teaching anxiety are significant factors in the EFL teaching process. Gender, on the other hand, may constitute a significant variable that may related to well-being, burnout, and teaching anxiety. However, the gender disparities in the mentioned domains remain underexplored in the context of EFL research. The current study aims to examine gender differences regarding well-being, burnout, and teaching anxiety in the EFL teaching process. In this descriptive correlational study, a background questionnaire, the Authentic Happiness Inventory (AHI), the Teacher Burnout Scale (TBS), and the Teacher Anxiety Scale (TAS) were administered to 313 EFL instructors. Independent samples t-test was used to see the differences between well-being, burnout, teaching anxiety, and gender. The study concludes that EFL teachers' well-being and burnout levels do not change in accordance with their genders, while female teachers suffer more from teaching anxiety than male teachers. It was recommended that school administrators should prioritize the mental health of their teachers.