The Training and Development Agency for Schools (TDA), responsible for teacher training in England, requires all trainees to be prepared for the teaching of English as an additional language (EAL). This study investigated newly qualified teachers' (NQTs) continuing training needs in relation to the standards set by the TDA. One hundred and thirty nine new teachers participated in surveys over three years, and seventeen were interviewed. Findings suggest that initial teacher training programmes give variable attention to EAL. While there are strengths (placements, training sessions, speakers, awareness raising) there are also gaps in the training, for example in learning how to manage the integration of new arrivals and assessing EAL learners. With regard to further training, the most commonly identified professional development needs related to practical teaching methods and the development of appropriate resources for EAL pupils, followed by linguistic and cultural awareness, inclusion and differentiation. How to assess pupils with EAL was also a source of concern, with only limited awareness of current national expectations. There are implications from our findings for new teachers, training institutions, schools and local authorities. (Contains 1 table.)