The objectives of this study are to describe 147 Thai elementary school teachers' English pronunciation competence and to identify a teacher variable that has an impact on their pronunciation. The instrument used to collect data consisted of two parts: a questionnaire to elicit Thai teachers' personal information (i.e., seven variables in all), and a stress identification test consisting of 50 multisyllabic words. The test scores were used to help describe Thai teachers' pronunciation competence, whereas the test scores in conjunction with the personal information were quantitatively analyzed by ANOVAs or sample t­-tests to identify the extent to which each variable contributed to the teachers' test scores. The results show that Thai teachers have difficulty identifying stressed syllables in English. In addition, among the seven variables explored, the teachers' major of study was found to be the potential factor which significantly impacted the test scores. Findings from this study are important for informing the professional development of English teachers in Thailand.