The undergraduate program to train secondary school teachers of English as a foreign language (TEFL) at Sultan Qaboos University (SQU) in Oman is examined. First, the Omani context of language learning is discussed, notably need for English language skills for technological and economic development in a region with limited contact with the West and some resistance to westernization. A study exploring need for and constraints on a new TEFL program is reported. The study consisted of (1) ethnographic analysis of the sociocultural context for such a program, and (2) a survey of student teachers in the program. The ethnographic portion of the study looked at existing patterns of formal language learning and underlying attitudes, informal language learning opportunities, supply and qualifications of English language teachers, national language policy, and design of the SQU program. The survey, of 74 program participants, elicited information about student educational and language background, self-reported English language skills, attitudes toward the English language and culture, perceived role of English in Oman, and design of the SQU program. Results indicate students had high to intermediate English proficiency but desire for further training, were studying English for practical purposes, and were little concerned about westernization. (MSE)