Informed by the major tenets of critical discourse analysis, the present study attempted to expose the chasm between veteran English teachers enjoying a nation-wide popularity and those linguistically talented novices achieving locally mediocre fame in the Iranian EFL context. In so doing, two highly competent English teachers, each as a prime example of the above-mentioned camps, were selected to serve as the main participants of the research. The analysis of their classroom talk indicated that linguistic excellence could not fulfill the role of educated experience as far as discourse competence was concerned. In all, the discursive strategies used by the experienced teacher seemed to manifest his recognition of students' voices and created a more heteroglossic atmosphere in the classroom.