Foreign language teacher education requires microteaching practices carried out by teacher trainees for learning and assessment purposes. During microteachings, teacher trainees operate many teaching skills concurrently. Interlanguage compatible teacher-talk in the target language is essential for the production of student talk at elementary and intermediate levels in English language teaching (ELT). It is a demanding task for ELT trainees to adjust the language level according to the given interlanguage level. Nevertheless, during the microteaching sessions observed by the author and other teacher trainers attributed whose impressions are disclosed below, critical unintended flaws in teacher-talk adjustment in reference to the predetermined interlanguage levels were observed. Such a mismatch causes critical problems in the comprehension of the lesson. The recognition and discussion of the matter and the search for ways of teaching at the appropriate level play a big part in foreign language teacher education. In the first part of the study, the pre-service teaching performance from this perspective is being explored in a two-part questionnaire administered subsequent to language-skills microteachings carried out by the trainees attending the third year of college with maximum attention on language level adjustment. A parallel questionnaire was administered to the teacher trainers who observed and evaluated similar microteachings. The second part of the study argues the skill of language level adjustment from the perspective of distant foreign language teacher training. It suggests a set of pre, while, and, post microteaching adjustment strategies primarily for distance training.