While teacher cognition has been extensively studied in second language research, teachers of languages other than English have received less attention. The current study explores Persian teachers’ beliefs, attitudes, and reported practices of pronunciation instruction. Data were collected from six Persian teachers through semi-structured interviews. Findings revealed that Persian teachers’ beliefs, attitudes, and reported practices were not always informed by research and theory. Our findings show that most of the participants viewed nativelikeness as the goal of pronunciation instruction. They reported that the main challenges of teaching pronunciation include the discrepancy between spoken and written Persian, Persian segmentals nonexistent in the learners’ first language, and lack of adequate resources. The participants also reported that their pronunciation instruction was largely limited to error correction, addressing segmentals (rather than suprasegmentals). The study has implications for teacher educators and material developers. To better align Persian teachers’ practices with pronunciation scholars’ recommendations, teacher educators should offer more professional development opportunities to in-service teachers. Moreover, material developers should address Persian teachers’ need for more resources for teaching pronunciation.