The current study explored the considerable impact of E-learning on EFL teachers’ identity and described the changes on their identities after being exposed to E-learning. Therefore, it aimed to explore both internal and external E-learning factors that affected EFL teachers’ identity and to highlight the degree of identity change for EFL teachers during teaching processes. This research relied on six participants’ responses to semi-structured interview questions. The data were separately analyzed following the content analysis method. The results proved the impact of E-leaning on EFL teachers’ identity through internal factors (such as: motivation, attitudes, commitment, and autonomy) and external factors (such as: school environment and limited training programs). Furthermore, E-learning proved the great impact on changing the traditional role of the teachers and their professional identity to become facilitators of the learning process. In the light of the given findings, the researcher provided implications, limitations and future directions.