Discussions of training and preparation needs for nonnative English speaking (NNES) master's students in teachers of English to speakers of other languages (TESOL) graduate programs have seldom given voice to the students themselves nor addressed their perceptions of whether their needs are being met in existing programs. This study reports on the needs identified by NNES students and contrasts these with training needs identified by teacher educators: self confidence, language improvement, and professional empowerment. An understanding of NNES students' perceptions can shed light on the responsibility of TESOL graduate programs to analyze motivations when designing curricula or creating courses. Suggestions are provided for becoming more equitable in addressing the needs of all students. (Contains 38 references.) (Author/KFT)