This study investigates the 3rd year and 4th year pre-service teachers' evaluations of the practices in teaching English to young learners in terms of 21st century teacher qualifications. Employing a mixed methods design, this study includes the qualitative data that come from semi-structured interviewed questions administered to pre-service teachers in five different English Language Teaching programmes. The quantitative data come from the content analysis of the course "Teaching English to Young Learners" syllabi in these universities. The findings indicate that pre-service teachers have individual learning needs mainly on organizational skills, the use of technology, and characteristics of young learners. The current syllabi for the course are found to be ineffective in preparing pre-service teachers for 21st century teacher qualifications. This study also discusses pre-service teachers' readiness levels as a 21st century teacher to teach young learners English. Suggestions are made for the course content and to promote 21st century teacher qualifications at pre-service level.