It is proposed that non-native teachers of English as a Foreign Language (EFL) in non-English-speaking developing countries receive certification of English language proficiency, despite the fact that they are graduates of teacher education programs. Such certification would be entrusted to an independent body, such as a national language testing center, which would produce and administer a standardized test, and would establish the norms and operational definitions of each proficiency level (i.e., beginning, intermediate, advanced). The test would be administered to graduating students at the beginning of their final semester or year of teacher training. Elementary and junior high school teachers should have at least an intermediate level of proficiency, and senior high school teachers should have an advanced proficiency level. Additional language training should be required for students not meeting these standards, with non-compliance affecting school accreditation. In the long term, this system may imply revision of the teacher education curriculum, with increased opportunities for English language development and reduced time spent on less relevant studies. Development of regional tests would be ideal so that there is a regional standard of proficiency for teachers. Also, it would stimulate healthy competition among EFL countries. Academic and practical challenges are foreseen and discussed. Contains 20 references. (Author/MSE)