Abstarct: The literature recognizes that tensions and challenges heavily influence how early career teachers develop their professional identities. However, very few studies have investigated this phenomenon from the perspectives of experienced EFL teachers in the Iranian context. Understanding the lived experiences of tensions among EFL teachers and their influences on the dynamic construction of professional identities is paramount to supporting teacher growth and well-being, especially during the transformative early career years. This qualitative study used a transcendental descxriptive phenomenology approach to explore the lived experiences of 20 Iranian EFL teachers, with teaching experience ranging from six to thirty years, recruited via purposive sampling. Data was collected through memoing and three rounds of in-depth, phenomenological interviews, analyzed using data reduction and thematic analysis. The findings revealed that experienced teachers faced a range of early career tensions, including initial uncertainty, professional isolation, role confusion, personal struggles, and difficulties in building relationships with students. However, these tensions serve as catalysts for growth and development. Experienced teachers reported learning valuable lessons from their early struggles, leading to increased adaptability, self-awareness, and emotional intelligence. They actively sought out professional development opportunities, mentorship, and collaboration to enhance their skills and address past shortcomings. This research enriches understanding of professional identity construction among EFL teachers and informs teacher education programs, offering insights for school administrators and policymakers to develop targeted support systems that enhance teacher well-being and improve student outcomes.