Background:  Despite the fact that increasing attention is being paid to moral aspects of second language classrooms, moral dilemmas teachers face has attracted less attention. For this reason, the present study aims to investigate and compare likely differences between the type and frequencies of moral dilemmas which experienced and less experienced, male and female teachers encounter.
Methods: Research method is descriptive survey. Using non-probability sampling technique, the researchers selected forty teachers. Data were collected through the use of stimulated recall and focus group interviews and were analyzed using content analysis.
Results: The analysis of the data showed that there is a significant difference in the number of moral dilemmas experienced and less experienced teachers recalled; on the other hand, teachers’ gender made only a slight difference in the number of moral dilemmas males and females reported. As to the type of moral dilemmas, seven moral categories were extracted with Rules and Regulations being the most frequently recalled category.
Conclusion: We found that experience somewhat affects the pattern of moral dilemmas teachers faced in different groups. Gender, however, don't result in significant changes in the pattern of moral dilemmas male and females encountered.