This study was conducted to investigate the English for Academic Purposes (EAP) teachers' perceptions of their pedagogical content knowledge (PCK) in the context of courses designed for undergraduate science students in Iraq. To this end, 51 EAP teachers, both EFL teachers and subject specific teachers, from all over the county participated in semi-structured interviews which were developed based on Grossman's model of PCK (1990). The results of the study showed that about knowledge of subject matter, the teachers had diverse perceptions with some regrading it as important and others as vague and unclear. The teachers could be grouped into five categories based on their knowledge of students' understanding. Besides, the vast majority of them believed the goals of EAP instruction are not clear and mostly focused on receptive skills and writing using traditional teaching methods. The findings can promise implications for EAP instruction in Iraq, especially for teacher training programs. Keywords: English for Academic Purposes, EAP teachers, ELT teachers, subject specific teachers, pedagogical content knowledge.
