Abstarct: In consideration of the fact that no studies have investigated the English language learning needs of Iranian postgraduate students of Islamic philosophy and theology, the present study attempted to assess the needs of the aforementioned students. To this end, a total of 72 students along with 8 subject-specific instructors who run the English courses were selected according to convenience sampling. The data of this mixed methods research was obtained by using different instruments, including semi-structured interviews with students and instructors, needs analysis questionnaires, as well as a document analysis protocol. The quantitative data collected from the questionnaires were analyzed using descxriptive statistics and the qualitative data obtained from the interviews and document analysis were analyzed by using a thematic analysis approach. In addition, an independent sample t-test was used to examine whether students’ and teachers’ views on language learning needs differed significantly. The required data were collected in the fall semester of 2020-2021. First, the researcher interviewed the related stakeholders to identify the English language needs of the students as well as their opinions towards the EAP courses. Then, the final versions of the needs assessment questionnaires were distributed to the participants. The questionnaires consisted of two main sections; one, elicited the viewpoints of the participants toward the four macro language skills along with general study skills, and the next section of the questionnaire dealt with the respondents’ attitudes towards language instruction, length of the course as well as the content, syllabus, and methodology of the English course. Results of the data analysis revealed that most of the students perceived that reading comprehension followed by writing, speaking, and listening respectively are the most important language skills. The students also expressed their dissatisfaction with various methodological issues related to the English classes. Likewise, the subject-specific instructors’ responses indicated their dissatisfaction with their students’ language skills. The results also revealed that both groups of the participants were disappointed that no needs assessment was carried out to identify students’ needs. In addition, analysis of the course descxription indicated that the current EAP course is poorly documented and does not meet the needs of students. The findings of this study provide considerable information for improving the EAP courses offered to students of Islamic philosophy and theology in Iran.