This study examines the extent to which the Initial English Language Teacher Education (IELTE) program curriculum facilitates the development of the necessary knowledge base to ensure prospective English language teachers' classroom preparedness. Data were collected through curricular analysis of four IELTE programs and semi-structured interviews with four program directors and 10 early career English teachers to evaluate IELTE program effectiveness to prepare teachers, at least, entry-level teaching. Findings indicate that contextual factors such as rigid national policy documents, teacher educators' limited competencies and their role in curriculum development and implementation, the status of the IELTE programs within the universities, lack of collaboration between IELTE programs and schools contributed to the inefficiency of IELTE programs to ensure prospective English teachers' classrooms preparedness. Thus, English teachers were not prepared to carry out their jobs effectively because the knowledge base that prospective teachers acquire and develop through the IELTE program did not correspond to what they need in their classrooms for effective teaching.