Moral distress (MD) is defined as knowing what to do in an ethical situation but being unable to do it. Although this definition was originally meant for healthcare practitioners, it is instantly recognised by those in the teaching profession. This study adopted Q methodology to identify and characterise foreign language teachers' viewpoints regarding morally distressing situations. Thirty-three teachers of English as a foreign language (EFL) performed a card-sorting task. The sources of MD were characterised into three categories: "limited control," "violation of personal values" and "lack of voice." Teachers may be reluctant to pathologise MD because it can arise within everyday scenarios. The findings contribute to the development of supportive strategies for EFL teachers in response to various sources of MD.