When foreign graduate students come to the United States for master's-level training as teachers of English as a second language, they return to their homes countries well-prepared with up-to-date teaching theory and practice. However, the teacher education programs in the United States are prepared for the students only to the extent that they are aware of the student's backgrounds and needs and to the extent that they adopt a perspective that English is widely used and taught around the world, in non-native contexts. The students have much to teach U.S. teacher educators about those contexts. A carefully constructed needs assessment survey to determine student needs, personalities, and cultural and linguistic characteristics could gather useful information to incorporate into lectures, activities, and discussion topics. (MSE)