English has undergone several transformations recently. One of them is the use of English as a lingua franca (ELF) among its linguistically diverse speakers. Many studies have been conducted on ELF in different settings, including Turkey. However, most studies were concerned with preservice language teachers. Thus, this study explored 40 EFL teachers' beliefs and perceptions about ELF. The data collected through an open-ended survey questionnaire was subjected to content analysis and descriptive statistics. The findings revealed that most teachers are not aware of ELF as a notion. Those who are aware of it see it as a tool for communication among nonnative English speakers mostly and attach importance to effective communication and intelligibility. However, most teachers had awareness about the lexicogrammatical features of ELF and had positive perceptions about them in spoken interactions, yet did not see ELF accents favourably. It appeared that several dominant ideologies shape teachers' beliefs and perceptions and a few teachers developed counter ideologies against the hegemonic ones. The findings offer implications for teacher education programs, EFL teachers, language learners and material developers and curriculum designers. Further research is suggested to investigate ELF awareness across different cities and the effects of various variables, such as overseas experiences, on ELF awareness.