Teachers' active positioning in social space and their role identity are likely to be affected by workplace policies that impact their working conditions. By the same token, the teachers' congruence or incongruence with the institutions' policies can have an im-pact on their work-related identities. This qualitative study sets itself the objective of exploring the role identities of EFL teachers in language institutes. To this end, 36 expe-rienced language teachers from six language institutes in Yasouj, Iran, took part in the study. The data were gathered through semi-structured individual interviews with the participants. Among the total of 9 role identities, the frequency count of the occurrences of roles demonstrated that the most recurring teacher role identity reported by teachers was teacher as " vendor " who is in charge of " selling " a particular teaching methodology. Further, the least recurring teacher role identity was teacher as " collaborator " indicating that teachers were reluctant to share with other teachers.