Received Pronunciation (RP) has traditionally been presented as a teaching model in Nigeria though performance has not measured up to expectation. In recent years, there has been much confusion regarding the choice of an English teaching model in developing countries, especially since the emergence of local varieties. On the one hand, experts complain that these varieties are low in intelligibility. On the other hand, it is suggested that native-speaker models need not be taught in countries where English is a second rather than a foreign language. However, in practice, there are no authoritative descriptions of local varieties or any pedagogical manuals based on them. Also, research evidence indicates that educated Nigerians have a preference for native-like competence in spite of their fear of ridicule from their peers. Received pronunciation remains the only realistic option for its several advantages. Suggestions are made as to how the English teaching profession in Nigeria can play a more effective role in improving standards. (Author)