Abstarct: This qualitative study investigates the strategies employed by Iraqi EFL teachers when navigating cultural clashes arising from foreign cultural material in textbooks and classroom communication. In Iraqi educational institutions, teachers repeatedly encounter situations where English language resources embody lifestyles, values, and social constructs that may conflict with the cultural, religious, and social identities. This research examines how teachers handle these sensitive issues, the beliefs that inform their pedagogical decisions, and how they perceive the impact of their strategies on classroom interaction, student identity, engagement, and learning. Semi-structured interviews were conducted with eight Iraqi EFL teachers working across various educational institutions, including secondary schools, universities, and private language institutes. Data were interpreted through thematic analysis, informed by intercultural competence and identity theory. The results reveal six overarching themes: cultural and religious identity negotiation; avoidance, adaptation, and mediation as coping strategies; institutional constraints on culturally responsive teaching; teachers' perceptions of student resistance and engagement, intercultural communicative competence (ICC) as a goal; and the need for curriculum reform and teacher professional development. The findings provide practical insights into culturally responsive pedagogy in Iraq, identify adaptive teacher strategies, and present recommendations for curriculum designers and teacher-training programs.