This article discusses the strengths and weaknesses of native and nonnative English teachers in Polish schools in light of the researchers' personal language teaching experience and language teacher research and training. It is argued that the NS/NNS controversy is oversimplified and ignores the complexities of teacher training, language learning, and language proficiency. It is further argued that NS English teachers should be employed in Poland because they teach in their own language, use current idioms, provide information about English speaking countries and enhance the credibility of programs. Furthermore, the importance of NNS English teachers in Polish schools is stressed. The discussion closes by emphasizing the importance of both NS and NNS English teachers having successful classroom second language learning experiences themselves and an adequate skill set in language teaching. (Contains 1 figure and 1 endnote.) [This paper was also presented at the Conference on Problems in Language Teaching (Kirov, Russia, February 4-15, 2007).]