Focusing on the Identity and Professional Development dimension, this chapter investigates the systemic challenges hindering the preparation of effective EFL teachers in Iran. It critiques the current trifocal model of teacher education—split between literature, translation, and teaching—for its theoretical bias and lack of practical pedagogical training. The chapter highlights the theory-practice gap where novice teachers enter classrooms ill-equipped to implement communicative methods. It also examines the impact of policy indeterminacy and limited professional development on teacher burnout and identity conflict. Using the MCELE framework, the chapter proposes a restructuring of teacher education to include robust practicums, reflective practice, and training in digital pedagogy, aiming to empower teachers as autonomous professionals capable of navigating institutional constraints.