The global demand for English has broad implications for teacher preparation in lingua franca settings. Given that up to 80 percent of all English teachers globally are nonnative speakers of English, the quality of their professional preparation and their degree of language proficiency are key issues. This review surveys research on nonnative English-speaking teachers related to teacher preparation, including issues of pedagogy and language varieties. To illustrate actual training issues, two cases of teacher preparation experiences in Egypt and Uzbekistan are presented. The Egypt case describes the development of standards for English teachers and how they may provide a road map for professional preparation and improved English language skills. The Uzbek case provides examples of ways in which the teacher preparation program targeted needs perceived by both the trainers and the local teachers. This review also sets out goals for teacher preparation in lingua franca settings such as assisting participants to view themselves as intercultural speakers and integrating methodologies that are valued in the local context. Suggestions for future research include consideration of how teacher educators might address the issue of Inner Circle and Outer Circle varieties of English and how teachers' cultural knowledge can be addressed within teacher preparation curricula.