Teachers play one of the most important roles in reaching learning objectives. The qualifications of teachers in an education system reflect the potential of that system and directly influence the learners' achievement. Therefore, the purpose of this study is to compare Danish and Swedish English teacher training programs with that of Turkey and to reveal the similarities and differences to shed light on English teacher training in Turkey. Danish and Swedish English teacher training programs are analyzed, because these countries are ranked at the top by the average level of English skills amongst adults according to English Proficiency Index. The study is qualitative in nature and document analysis method is used to collect data about the relevant countries' teacher training programs. The results of the study suggest that the duration for teaching practices and job-shadowing should be longer. In addition, graduation examination and submitting a project/thesis should be a requirement for the graduation. [This paper was presented at the International Conference on Teaching and Learning English as an Additional Language, GlobELT 2016, Antalya, Turkey, April 14-17 2016]