This study addressed the question of whether teachers of English trained to teach either native or non-native speakers of that language are able to teach any students of English regardless of whether they were native or non-native.;The questionnaires were designed for teacher candidates who were completing their training in either English Education or TESOL, and the teacher educators who were currently involved in training these teachers.;Responses received from 53 teacher candidates and 10 teacher educators were used to determine different trends in the two programs of teachers of English. The data collected from responses for both the initial and second phases of the study were analyzed and conclusions should be seen in the light of such few respondents.;The following characteristic differences and similarities were found to be true of the programs in the institutions involved in the study: (1) Composition of TESOL and EE teacher candidates differed in cultural background and sex mixture, with more females than males in EE and an almost 50-50 spread in TESOL. (2) Both programs were stressing subject matter courses more than any area of study even though they stressed different aspects of subject matter courses. Students differed greatly in their perception of relevant/irrelevant courses. (3) TESOL and EE programs in all but one of the ten institutions studied were affiliated with different colleges in the same university. Only one of the ten institutions had the EE and TESOL programs both under the college of education. (4) Teacher educators considered their programs practical or theoretical according to department affiliation, those in the same department feeling one way in every case. (5) EE teacher candidates felt more confident and willing to train to teach either native or non-native speakers than TESOL felt.;Ten American universities which offer both English teacher education programs were selected for an initial study of their course requirement materials (course catalogs, course descriptions or brochures, and instructors' handouts, etc.). The second phase of the study involved selecting three of the ten institutions whose programs were further studied using two types of survey questionnaires to compare their programs.
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