This study investigated students' perceptions towards Native English Speaking Teachers (NESTs) and Non-Native English Speaking Teachers (NNESTs). Three research questions were asked: (1) What are Chinese EFL students' perceptions towards NESTs and NNESTs?, (2) Are NESTs' and NNESTs' teaching behaviors different according to Chinese EFL students' perceptions?, and (3) What are Chinese EFL students' opinions about the pros and cons of being taught by NESTs and NNESTs? A survey of 120 English as a Foreign Language (EFL) students in China was conducted. This study found significant differences between NESTs' and NNESTs' student-perceived teaching behaviors. Moreover, the findings of this study imply that some of these differences were possibly the result of the participants' cultural expectations towards the teachers, especially toward the local teachers (NNESTs). For example, the NNESTs were perceived to carry good teacher qualities in the traditional Confucian sense. On the other hand, although NESTs were not perceived as possessing the same traditional teaching traits, the participants seemed to still admire their teaching methods. In summary, the participants reported having different perceptions of NESTs and NNESTs, but they did not appear to favor one group over the other. One implication for these findings is that the belief of the native speaker fallacy was not found in this study. In other words, the participants did not believe that NESTs were inherently better teachers than NNESTs.