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"TESOL Graduate Students’ Self-Perceptions as Nonnative English Speaking Teachers.” Studies on English Language & Literature. 36.1(2010): 313-338. This study examines the way TESOL graduate students perceive themselves as nonnative English speaking teachers (NNESTs), employing a mixed method research design. Quantitative data were collected through a questionnaire administered to 45 TESOL graduate students in a Korean TESOL program, while qualitative data were collected from intensive interviews with 10 focal participants. A high percentage of the participants believed that their English proficiency was high. However, in a comparison with native English speaking teachers (NESTs), they considered NESTs superior to NNESTs in all areas of English skills. For teaching methods, communicative language teaching (CLT) was regarded as the best method although most of the participants did not use CLT in their actual classrooms. The reasons for the discrepancy were: (1) lack of English speaking proficiency, (2) lack of knowledge about the target culture, (3) students’ expectations on NNESTs, (4) parents’ expectations on NNESTs, and (5) reading-focused Korean SAT. (Hankuk University of Foreign Studies․Jeonju University)