As a result of globalization, English has become the most commonly spoken language on the planet, which has resulted in many varieties of regional Englishes. Nowadays, about 80% of verbal exchanges in English worldwide are taking place between non-native speakers. Unfortunately, despite these world Englishes phenomena, the practice of English language teaching worldwide still constructs professionalism within the dichotomy between native and non-native speakerism. Native speakers are seen from an idealized position as the only reliable sources of correct input, formulating the construct of them being “ideal English teachers.” This issue elevates their status above a stereotyped ‘non-native’ by viewing the latter as a defective communicator, limited by an underdeveloped communicative competence. This dichotomy of competence versus incompetence results in administrators, parents, and students defining the non‐native speaker as a deficient educator, which has led to discriminatory practices in the field of English language instruction. These statements have paved the way for the current research that aims to analyze the perceptions and preferences of the learning community towards English teachers. NNEST not being able to create policies in the classroom or them feeling the need to pass as a native speaker are among the problems that will be discussed.