This mixed-methods study delves into the perceptions of Turkish EFL Pre-service Teachers regarding native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs) and explores the potential impact of being an NNEST on their future teaching practices. In order to identify their perceptions, a questionnaire was conducted with 41 participants and the data were analyzed via descriptive statistics. In the qualitative part, open-ended questions were directed to the participants to elucidate how they think being NNEST might impact their future teaching practices. Responses were scrutinized using thematic analysis. The overall results indicated that Turkish EFL pre-service teachers recognized English can be taught effectively by both NESTs and NNESTs. They perceived having empathy in understanding students’ needs and difficulties as the main advantage of being NNEST while expressing concerns about potential disadvantages fortheir future practices such as nonnative pronunciation and language proficiency. On the other hand, being more self-confident and competent in using the English Language as well as teaching vocabulary, listening skills, and fluency better were the perceived main advantages of NESTs. Having a shared mother tongue with the students was considered both an advantage and a disadvantage.