The present study reports the process of developing and validating a self-report questionnaire that can be employed to examine technological pedagogical content knowledge (TPACK) perceptions of Iranian EFL teachers. To conduct the study, a survey instrument consisting of items adapted from two existing TPACK-based survey instruments was generated. The content validity of the items was evaluated by two ELT experts who were experienced in teaching English with technology. The resulting survey was then administered to a group of participants (N = 206), its construct validity was established using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA), and its reliability was calculated using Cronbach's alpha method. The results of statistical analyses indicated that responding teachers could distinguish six out of seven constructs in the original TPACK framework. Moreover, items associated with the knowledge required for teaching with the Web and the Internet loaded on a separate factor. Therefore, a seven-factor solution comprising of 31 items was proposed, and it was concluded that the constructed survey instrument was a valid and reliable tool for measuring perceived level of technology integration literacy among Iranian English instructors. Implications for validating future TPACK surveys and planning ICT courses in Iran's EFL settings are discussed.