This study queried master's level teachers of English to Speakers of Other Languages (MA TESOL) from Taiwan and Thailand, all of whom received their degrees in the United States, returned home to teach English as a Foreign Language (EFL), then returned to the United States to pursue doctoral degrees. The study examined the extent to which MA TESOL programs fulfilled non-native EFL teachers' needs and expectations and factors hindering the fulfillment of those needs and expectations. Results found a gap between the theory respondents learned in their programs and the experience of teaching in their home countries. What they wanted most from their programs was improved language proficiency and EFL teaching methodologies. Instead, programs emphasized English as a Second Language (ESL) and were theory-oriented. They all had difficulty applying ESL-based teaching methodologies to their EFL teaching due to sociocultural differences. The researcher surveyed and interviewed one doctoral student, focusing on reasons for his replies, the researcher's assumptions about his replies, and reasons for tension during the interviews. The paper discusses what language teacher educators could do when facing non-native EFL teachers in language teacher education programs. The questionnaire and interview questions are appended. (Contains 35 references.) (SM)