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Learning styles are assumed to be consistent with personality characteristics of individuals (Brown, 2003 Kolb, 1984). Teachers’ teaching efficacy (Bandura, 1997, 1977, 1995 Wheatley, 2001) has also been found to be important in educational reform. However, the impacts of gender and personality on language teachers' teaching efficacy and teaching activities preferences have not been adequately explored. This study was an attempt to investigate the impacts of personality and gender on Iranian English teachers' teaching activities preferences and their teaching efficacy. To accomplish this, 280 male and female English language teachers participated in the study. Myers -Briggs Type Indicator (MBTI), teaching efficacy, and teaching activities preference questionnaires were used. To analyze the data, descriptive statistics and Two ANOVA tests were used .The results of the study showed that ESTJ (extroverted, sensing, thinking, and judging) and ISTJ (introverted, sensing, thinking, and judging) were predominant personality types among Iranian EFL teachers. Results also indicated that both male and female teachers with different personality types have the same sense of teaching efficacy. It was also revealed that gender and personality influence teachers' teaching activities preferences.