the objective of this study was to investigate the relationship between iranian EFL teachers' cognition and practices on teaching reading comprehension in state schools and private institutes in Golpayegan, Iran. This study was based on an assumption that teachers' cognition about language, teaching and learning could be shaped by some factors such as prior knowledge and experience as learners, the degree of education achieved, and also the contextual factors. A questionnaire was administered to 8 teachers, half of them teaching at state high schools and others in a private institute. Among the participants of this study, four teachers were male and the remainder female. Each teachers' class was observed three sessions and his/her voice was recorded in order to explore whether teachers' self-reported cognition is consistent with their actual performance or not. The results showed a general consistency between teachers' self-reports and their teaching practice although some discrepancies were also seen in teachers' use of techniques and teaching reading strategies. some significant difference were found in the use of some reading strategies between male and female teachers as well as teachers of state high school and private institute. Some implication for teachers and teacher trainers beside recommendation for further research have been discussed.
