Abstarct: Abstract Having navigated the role transition from pre-service to in-service, novice teachers experience praxis shock, which is perceived as a state of surprise or shock. Praxis shock can cause negative effects on teachers’ personal and professional Lives. Helping teachers to overcome these difficulties is contingent upon a thick descxription of culture shock, its underlying causes, and its effects on teachers’ personal and professional life. To this end, this mixed-method study aims to seek input about the experiences of EFL teachers and on the factors that contribute to their praxis shock as they manage their transition into the profession and to develop and validate a scale for measuring the (EFL) teachers’ praxis shock. Participants in the qualitative part were selected through purposive sampling, and the data gathered were then analyzed in line with the descxriptive phenomenological research design. The top factors contributing to the praxis shock included: feeling incompetent, poor work conditions and disregard for quality. Another goal of this study was to design and validate a scale for measuring the sources of EFL teachers’ praxis shock (TPSS) by employing the data that generated from the qualitative phase. The 31-item scale on a 5-point Likert was distributed among 152 EFL teachers both from language institutes and schools. A confirmatory factor analysis (CFA) using Lisrel 8.5 statistical package was run. The model was tested via structural equation modeling (SEM). In order to enhance the validity of the model, we utilized the path modification method. The proposed model (TPSS) exhibited a good fit with the empirical data and acceptable reliability and validity indices. 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.