Abstarct: Although abundant studies have been carried out on ELT materials development and evaluation, a great number of EFL learners at language institutes in Iran are unable to practically use and share what they learn outside the classroom context. Learners find no opportunities for the actual use of English language in their real life. The problem is that what they learn in the classroom is of little use outside the classroom. Moreover, very little attention has been paid to teachers’ perspectives regarding transfer value of ELT materials. In order to reveal teachers’ concerns, this study adopted a classic grounded theory methodology to theorize experienced teachers’ perception of transfer value. Participants were selected through purposive sampling that was followed by theoretical sampling after the emergence of a core category and teachers’ perspectives were collected through open-ended interview sessions and later analyzed through substantive and theoretical coding along with constant comparative technique. Analysis revealed that transfer value is relative due to learners’ age, needs, and level of proficiency (descxriptive adequacy). It was also found that authenticity and communicative utility are the underlying causes of transfer value (explanatory adequacy). Another major finding was that high transfer value brings about beneficial consequences such as learners’ mood adjustment, teachers’ teaching adjustment, and the development of quality materials (predictive adequacy). The findings of this grounded theory study have clear implications for language learners, teachers, syllabus designers, and materials developers.