Within the last two decades, theorizing and research on language teaching and teachers have witnessed a fundamental shift of attention and orientation towards socio-cognitive aspects of teaching. This epistemic shift has been paralleled by the global reach of the English language, inspiring scholars to call for a paradigm shift in Applied Linguistics to drift away from Teaching English as a Foreign Language (TEFL) to Global Englishes (GE) Language Teaching (GELT). While the expanding body of the literature on GE pedagogy has focused on different aspects of this fundamental transformation, teachers' voices and cognitions have been often neglected in such discussions, despite their being an important element involved in the process. Against this backdrop, and guided by an activity-theoretic perspective as its analytical framework, the present qualitative study explored two Iranian English as a Foreign Language (EFL) teachers' cognitions about GE and GELT using semi-structured interview, stimulated recall protocol, and non-participant classroom observation. Despite differences in the cognitions of our participants regarding GELT, the results generally indicated that both teachers tended to prioritize the use of standard American or British English in their teaching practice, bearing testimony to the fact that there is still a theory-practice schism between disciplinary reality and folk reality when it comes to GE-related issues in the English language teaching (ELT) enterprise. Our analysis offers a depiction of the challenges related to introducing GELT into the curriculum. The results are deliberated in relation to the feasibility of GE-oriented pedagogy, questioning whether it is achievable or is merely an idealistic notion. Implications of the findings for second language teacher education are discussed in the end.