The current study investigates the feasibility of implementing EFL teachers' IDPs at Iranian public schools. It further explores the underlying reasons for the (imp) possibility of practicing this program and seeks the teachers' suggestions to improve the schools' condition. To this end, data were collected from 180 EFL teachers using a researcher-made questionnaire and a follow-up semi-structured interview. The results of one-sample t-tests revealed a slight possibility following the interviews which indicated 14 underlying reasons for the insufficient grounds at public schools. Participating teachers also argued that equipping a room with necessary technological tools, allocating monetary resources, assigning specific teachers time to practice IDP, taking advantage of head teachers, changing the school administration delegation, and performing advocating cultural acts can provide a ground for IDP implementation. The findings demonstrate the necessity of creating changes by policymakers, school principals, and EFL teachers so that they can all benefit from this program.