Act TEFL Methodology is one of the main courses designed to provide English pre-service teachers with several newest methodologies in teaching English at different levels and learning contexts. However, to achieve good quality of them, the English education department needs to evaluate, arrange and formulate the course. In the process of developing a course, needs analysis takes a big part in setting the result to be achieved by the learners. This study offers a needs analysis data to use as a framework for designing the TEFL Methodology course. The method of the study was a survey. Data were gathered through questionnaires and document analysis. The findings are: 1) English teachers believe that language proficiency is as important as their pedagogical competence, 2) Pre-service English teachers view that the current course needs to give more attention to student teachers' professional growth both in language and pedagogic competence, 3) there is no balance in theory and practice provided in the current course, and 4) the current course did not improve their knowledge and skills to develop a lesson plan, select and adapt teaching materials, to select and design assessment, conduct classroom observation, and to demonstrate reflective teaching. T he results mean that the course should be revised to fulfil the needs of pre-service English teachers. It is also recommended for future research to focus on how to develop TEFL Methodology lesson design and textbook which meets with Indonesian Curriculum.