The increasing integration of mobile technologies into educational settings has opened new opportunities for English as a Foreign Language (EFL) instruction; however, there is limited knowledge about how teachers’ attitudes toward mobile teaching affordances are associated with their sense of agency. This study examined the relationship between Iranian EFL teachers’ attitudes toward mobile teaching affordances and their agency, and explored whether gender and qualification level were associated with their agency. Participants were 201 Iranian EFL teachers who completed two validated instruments. As the data did not meet the assumption of normality, appropriate non-parametric statistical tests were employed for the analysis. The results revealed a significant positive relationship between teachers’ attitudes toward mobile teaching affordances and their agency, indicating that teachers who reported more positive attitudes also reported higher levels of agency. No statistically significant difference emerged between male and female teachers in terms of agency. In contrast, educational qualification significantly affected agency, with agency levels varying across qualification groups. These results underscore the significance of assisting teachers in effectively integrating mobile technologies into their pedagogy to strengthen their agency in EFL settings and provide insights for teacher training, policy development, and future research.