The study is conducted to respond to the issue of English teacher quality in Indonesia. Despite the importance of English as a language taught and tested in Indonesian schools, there are issues concerning the competence of English teachers. Responding to this issue, the Indonesian government enacted some regulations which incorporate the mandated competencies to be achieved by teacher candidates in initial teacher education programs as well as to manage teacher professionalization. However, there is a lack of research on understanding the competency of teachers and their professional journey from teachers’ own perspectives. The information gathered from the teachers could be beneficial for policymakers to improve Indonesian education in a more democratic way. Therefore, employing the sociocultural perspective, this study will investigate EFL teachers' perceptions of teacher quality seen from their professional formation at pre-service teacher education programs.