This paper investigates trainee teachers' preferences for English pronunciation and accent, enrolled in a teacher education program in Turkey with respect to listening activities, after they have familiarized themselves with the diverse English accents. Data has been gathered through semi-open-ended questionnaires, which are later analysed with qualitative research method. The analysis indicates that many trainee teachers prefer native English speaking accent and pronunciation being under the influence of dominant ideologies while a small group values exposure to diverse ELF speakers and accents in listening activities by developing some counter ideologies, which appreciate wider intelligibility and increased familiarity. The findings suggest that teacher trainees' late exposure to diverse speakers and accents is neither very practical to help improve their accent and pronunciation to be near-native nor helpful to make them recognize the global diversity of English and the way pronunciation of such a global language should be taught.