The leading position of English as a global language has evidently been continuing for several decades. This pivotal role has inevitably been influencing the agenda of English language teaching and teacher education in most domains of the profession. Although English as a lingua franca (ELF) implications and practices on teaching and teacher education are increasingly researched, they still remain a fairly untrodden territory. For this very aim, this study endeavored to shed lights on the role of teacher education programs through exploration of pre-service language teachers' perceptions on ELF related issues through a questionnaire and interviews. The findings revealed that although a large number of participants accepted the realities of ELF, however, they stated that their perspectives and teaching practices were largely shaped by inner circle native norms of English. The study has significant implications for teacher education programs involving language instructors, students, curriculum designers and material developers.