The current paper reports the findings of a comparative study about the curricula designed for the English language teacher education programs (ELTEPs) in two countries, namely Kazakhstan and Turkey. The comparative analysis of the curricula focuses on the specific courses taken by the prospective teachers of English in each country. The courses are grouped under the categories of linguistic competence/L2 proficiency, pedagogic competence, and managerial competence to analyze the similarities, and differences between the two curricula. The findings show that the ELTEP curriculum in Turkey offers a substantial number of pedagogic courses whereas it offers considerably fewer courses related to improving student teachers' linguistic competence. Although the Kazakhstani ELTEP curriculum incorporates and balances the linguistic and pedagogic competencies to a certain degree, less importance is attached to foreign language teaching methodology courses. The study highlights the need of increasing the number of foreign language teaching methodology courses addressing the pre-service teacher's pedagogic competence in the Kazakhstani ELTEP. Furthermore, the study reveals the non-course-related similarities and differences between the ELTEPs in Turkey and Kazakhstan in the following variables: the length of education, the total number of credits needed for graduation, the practicum length, the school types where graduates can work after graduation, and the steps they have to take to start teaching officially.