This paper reports research conducted with non-native speaker (NNS) teacher trainees who had completed a TESOL programme at a tertiary institution in New Zealand. The purpose of the research was to obtain the perceptions of trainees regarding their English language and English language teaching capabilities. Trainees were asked to rate their English language knowledge and skills, and their
teaching knowledge and skills. They were also asked to compare their teaching knowledge and skills with those of native speaker (NS) teachers. Finally, they were asked to rate the teaching knowledge and skills of NS and NNS teachers in general. Although participants rated themselves above average in all areas investigated, the results indicated two main areas of perceived weakness: speaking and writing. The trainees also rated themselves lower than NS teachers on 10 of 12 areas investigated. However, NNS teachers in general were rated more highly than NS teachers on six of 12 areas.