This article aimed at exploring the existence of congruency between teachers’ knowledge and pedagogical performance and revealed in which domains of investigation the relationship between the mentioned facets are significant. Linguistics, second language acquisition, methodology, communicative competence and literature are main domains of this research. In order to conduct this study, at the beginning of second semester of 2013 the quantitative data was collected from 20 EFL Iranian adult teachers who taught English in private Institute, Zanjan, Iran. To accomplish the purpose of this study, Knowledge Test, Observation, and Video Tape were administered in one session as research instruments. The descriptive and inferential analyses were carried out to examine the associations and differences among variables. The analyzed results demonstrate that 1) there isn’t any significant relationship between less experienced EFL teachers ’professional knowledge and their pedagogical practice, 2) there isn’t any significant relationship between Iranian experienced EFL teachers’ professional knowledge and pedagogical practice.