This paper studies the difference between the pedagogical thought units of ELT practitioners with English-relevant degrees and those with non-relevant degrees. An entire teaching session of eight EFL teachers' performance was video recorded and their pedagogical thoughts were identified by using stimulated recall technique. The findings revealed that, in general, teachers with English-related degrees significantly reported more pedagogical thoughts than their colleagues with unrelated degrees. With respect to the categories of pedagogical thoughts, although the same families were reported by participants in both groups, there were slight differences in their rankings and significant differences in their frequency. (Contains 4 tables.)