This study was designed with an aim to understand the perceptions and attitudes of faculty members and students in six EFL departments in Turkey regarding the value of pragmatic competence and its teaching in foreign language education. The data were collected through six open-ended questions for which both faculty members and student participants were required to provide written answers. For the analysis of the data, content analysis was adopted to reach detailed results and conclusions. The results revealed that the participants considered pragmatic competence as essential and they favoured its integration in foreign language education. They underlined the contributory nature of pragmatic instruction as it helps learners communicate effectively and successfully. Besides their positive ideas about pragmatic competence and its teaching, the participants counted some basic problems that hinder pragmatic development like the existing education system and other factors that it negatively influences. Based on the results, some pedagogical implications are suggested for the betterment of pragmatic development