This article presents a new procedure for the evaluation of EFL teacher-training programmes based on principles of programme evaluation and foreign-language-teacher (FLT) education. The procedure focuses on programme strengths and weaknesses and how far the programme meets the needs of students. I tested the procedure through an evaluation of a TEFL programme, collecting data from students, teachers, and alumni through interviews, questionnaires, essays and analysis of programme materials. The programme had many strengths, including the teaching of pedagogic skills and promoting reflection and self-evaluation, but also shortcomings. It should increase the amount of practice teaching and increase input in certain areas such as knowledge of teaching within the local sociocultural context and classroom management. I suggest that the procedure may be useful for other contexts. (Contains 1 table.)