A study compared the English language proficiency levels of three groups of non-native English-speakers who teach English as a second language (ESL) in Egypt. The three groups were: (1) graduates of a department that was not an English department; (2) graduates of English departments; and (3) seniors in one Egyptian university's English department. Teacher variables considered were ESL teaching experience, sex, teaching group, general English proficiency, writing skills, and reading skills. Analysis revealed that group 3 outperformed the others in general English language and reading proficiency, group 2 outperformed the others in writing proficiency, and group 1 were ranked last in all three language areas. No effects were found for experience or sex. Based on these findings, it is recommended that all ESL teachers be required to have formal training, with schools of education assuring that prospective teachers have specific competencies in the language before being allowed to teach it. Thirty-two tables and 62 references are included, and three appendixes provide copies of the language skills and writing proficiency tests administered during the study as well as sample by failed candidates (in Arabic). (Author/MSE)