This paper reports the results of a survey which involved College English teachers from three leading universities in the Philippines. The results point to one conclusion--College English teachers now have a changing and changed stance toward norm selection in Philippine Universities. The results give the impression that a good number of College English teachers now seem to gradually depart from native speakers' norms. Put in another way, they progressively place less premium on total compliance with native speakers' models. This changing and changed stance, the author argues, calls for a new pedagogical decision that involves ESL curricular changes.