A study investigated the English language proficiency of English-as-a-Second-Language (ESL) student teachers in five Egyptian university schools of education. Comparisons of language proficiency level were made between schools, and proficiency comparisons were made between teachers based on instructional level (first or second year) and sex. An English proficiency test was administered to 932 subjects (347 male, 585 female) ESL student teachers. Statistical analysis of the results revealed significant differences between the schools' student proficiency levels and between instructional levels. However, no significant differences were indicated between males and females. Interactions were found between school and instructional level, instructional level and sex, and all four variables. No interaction was found between school and sex. Based on the findings, it is recommended that steps be taken to improve the English preparation of ESL student teachers. Regional faculties of education are encouraged to select better qualified applicants and not practice open admissions. In addition, it is suggested that the ministry of education and university administration assure that courses offered to this population are adequate in both quantity and quality to produce the most proficient teachers. (Author/MSE)