This study builds on previous research (Galloway & Rose, 2018) that underlines the necessity of raising awareness of distinct kinds of English among prospective English instructors in expanding circle nations. The participants were exposed to these themes through a series of student-led presentations that used English as a lingua franca and World Englishes as a theoretical foundation. The data were gathered through student reports, individual reflections, and semi-structured interviews and were evaluated thematically. The findings demonstrated a development of new perspectives and understandings, a sense of contribution of the theme of World Englishes to teacher professional development, and the participants' positioning as equally skilled users of English. Thus, the study discusses the possibilities and challenges of gradually incorporating English as a lingua franca and World Englishes in the preparation of prospective English teachers.