This book explores ways to prepare teachers to teach English as an International Language (EIL) and provides theoretically-grounded models for EIL-informed teacher education. The volume includes two chapters that present a theoretical approach and principles in EIL teacher education, followed by a collection of descriptions of field-tested teacher education programs, courses, units in a course, and activities from diverse geographical and institutional contexts, which together demonstrate a variety of possible approaches to preparing teachers to teach EIL. The book helps create a space for the exploration of EIL teacher education that cuts across English as a Lingua Franca, World Englishes, and other relevant scholarly communities. After an introduction (Aya Matsuda), this book is divided into six parts. Part 1, Theoretical Frameworks, contains the following chapters: (1) Foundations of an EIL-Aware Teacher Education (Yasemin Bayyurt and Nicos Sifakis); and (2) A Framework for Incorporating an English as an International Language Perspective into TESOL Teacher Education (Seran Dogancay-Aktuna and Joel Hardman). Part 2, Teacher Preparation Programs, includes: (3) A New Model for Reflexivity and Advocacy for Master's-Level EIL In-Service Programs in Colombia: The Notion of 'Learning and Teaching Processes in Second Languages' (Raúl Alberto Mora and Polina Golovátina-Mora); and (4) US-Based Teacher Education Program for 'Local' EIL Teachers (Seong-Yoon Kang). Part 3, Courses Dedicated to Teaching EIL, includes: (5) Global Englishes for Language Teaching: Preparing MSc TESOL Students to Teach in a Globalized World (Nicola Galloway); (6) Training Graduate Students in Japan to be EIL Teachers (Nobuyuki Hino); (7) Practices of Teaching Englishes for International Communication (Roby Marlina); and (8) Preparing Teachers to Teach English as an International Language: Reflections from Northern Cyprus (Ali Fuad Selvi). Part 4, EIL-Informed Courses on Another ELT Topic, includes: (9) Preparing Preservice Teachers with EIL/WE-oriented Materials Development (Thuy Ngoc Dinh); (10) Addressing Culture from an EIL Perspective in a Teacher Education Course in Brazil (Eduardo H. Diniz de Figueiredo and Aline M. Sanfelici); and (11) Practicing EIL Pedagogy in a Microteaching Class (Nugrahenny T. Zacharias). Part 5, Independent Units on Teaching EIL, includes: (12) A Global Approach to English Language Teaching: Integrating an International Perspective into a Teaching Methods Course (Heath Rose); (13) English as a Lingua Franca in an Online Teacher Education Program Offered by a State University in Brazil (Michele Salles El Kadri, Luciana Cabrini Simões Calvo, and Telma Gimenez); and (14) WE, EIL, ELF and Awareness of Their Pedagogical Implications in Teacher Education Programs in Italy (Paola Vettorel and Lucilla Lopriore). Part 6, Lessons, Activities and Tasks for EIL Teacher Preparation, contains the concluding chapter: (15) Lessons, Activities and Tasks for EIL Teacher Preparation.