The present study examines Iranian EFL instructors' conceptualizations of task-based language teaching (TBLT) to identify whether teaching experience plays a significant role in their familiarity with the theoretical underpinnings of TBLT. One hundred sixty-two EFL instructors, reportedly practicing CLT, took part in the study; they were grouped into two categories of novice (N=74) and experienced (N=88). They were asked to fill out a five-point Likert-scale questionnaire designed by the researchers. The responses from the participants were then measured against Ellis's (2012) criteria of task. The analyses indicated that both novice and experienced language instructors lacked a clear understanding of the ins and outs of TBLT. The findings suggest that without having been fully introduced to this approach, one cannot expect teachers to perform well in a task-based classroom. Hence, not only should stakeholders, administrators, and teacher educators consider offering teaching practicum opportunities, but they also should include introductory courses and workshops at theoretical levels for all teachers, irrespective of their teaching experience.