Abstarct: In many EFL contexts, including language education in Iran, pragmatic knowledge is usually ignored since language schools and teachers mainly focus on grammatical awareness. Taking the detrimental effect of pragmatic failure which may cause learners to miss key points that are being communicated or to have their messages misunderstood into account, some teachers foreground pragmatic awareness and try to raise their learners’ awareness early on. To give voice to the experiences and techniques they use, this qualitative study interviewed twelve teachers who were willing to share their experience with the researcher. In line with grounded theory, the iterative process of data collection and analysis continued until the conceptualization of raising learners’ pragmatic knowledge techniques was saturated. Analysis revealed six techniques, which reflect the participants’ professional beliefs. The techniques emerged are giving real situation examples, using movies and TV series, using sarcasm and humor, using body exxpressions and tone of voice, differentiating formal and informal speech and differentiating direct and indirect speech act. The study has clear implications for practitioners and teacher educators.