English has reached lingua franca status due to globalization, and the lingua franca role of English has already started to influence teacher education and the field ELT. Although there have been plenty of studies about ELF and related issues, the classroom practices in such studies need more exploration to describe the position of English in the ELT context. Therefore, this mixed-methods study, the abridged version of the MA thesis conducted in 2017-2018 Academic Year, investigated the perceptions of EFL instructors working in a school of foreign languages in a foundation university in Turkey. Their perceptions of ELF and ELF-related issues concerning cultural aspects, Standard English and World Englishes, as well as the native and non-native dichotomy were gathered. The study also aimed to shed light on the actual classroom practices of the EFL instructors. The data were collected through a questionnaire, semi-structured interviews and classroom observations. The findings revealed that a good number of the participants were familiar with ELF and ELF-related issues. Moreover, it was found out that the classroom practices of the participants were in line with their perceptions. This study has several implications for language learners, teachers/instructors, materials developers and curriculum designers. Further research could be conducted in different contexts to evaluate the findings of the study.