Abstarct: Abstract Teachers enter in-service holding certain beliefs and preconceptions about how the teaching should be. However, to a large extent, these beliefs are incongruent with the reality of teaching due to many factors. Socialization can cause several setbacks in teachers’ career development, such as podsolization of teachers’ skills, conservatism toward teaching, less creativity, and frustration. Assisting teachers to overcome these difficulties is contingent upon a thick descxription of socialization, its underlying causes, and its effects on teachers’ personal and professional life. To this end, this phenomenological study aims to seek input about the experiences of EFL teachers and the factors that affect their socialization as they manage their transition into the profession. Furthermore, the data gathered were then analyzed in line with the descxriptive phenomenological research design. The top factors which contribute to the teachers’ professional socialization include: students’ differences, Students’ achievement, teacher knowledge, fatigue, issue of power, administrative expectations, parents’ expectations, and other factors. The results from this study also acknowledged a gap between pre-service preparation and the demands of the profession caused by the decontextualized nature of the applied science method utilized in pre-service programs.