Searching for the real voices in regard to pedagogical challenges Iranian EFL teachers may struggle against seems to be an unexplored issue, which is the purpose of this qualitative grounded study. To achieve generalizable findings, based on the tenets of grounded theory, data were collected using an open-ended questionnaire with 187 Iranian EFL teachers from 15 cities who were asked to fill it out. Four core categories naming context, learner, material, and teacher were the emerging themes after the codification and categorization of the pool of data using MAXQDA version 12. The results were discussed in the context of EFL teaching and some pedagogical implications were also proposed.