This study proposes a comprehensive framework for a Conversation Analysis (CA) informed English language teacher education program in Turkey. By reviewing recent studies in CA, Critical Reflective Practice, Teacher Language Awareness and language teacher education in general; the author calls for a more effective language teacher education program and presents an applicable framework that aims to solve current problems in English language teacher education in Turkey. Five appendixes present: (1) Foreign Language Teacher Education Program in Turkey; (2) The credit/hour ratios of the major components of ELT curriculum; (3) The SETT grid; (4) Seedhouse's-informed teacher education framework; and (5) CA transcription conventions.