This study aims to examine the degree to which Saudi English Language teachers utilize the International Speaking Assessment Criteria in their instructional practices. The research sample comprised Saudi female English language teachers in the public education system of Saudi Arabia. The research employed a mixed methods approach with an embedded design, integrating qualitative and quantitative methodologies. The methods employed included a questionnaire and a semi-structured interview. The research findings indicate that Saudi teachers of English as a foreign language are not implementing international standards for assessing students' speaking skills. They depend on the assessment guidelines established by the Ministry of Education, which are included at the beginning of the textbooks for each educational level (elementary, intermediate, and secondary). The assessment methods differ among teachers and teachers reported that the scores assigned for the speaking examination are insufficient. The research concluded that these criteria represent distinct, segmented skills that do not constitute a reliable framework and that it may result in students' low speaking proficiency because it lacks real-life applications and authentic evaluation methods. The results also show no significant differences between the means of teachers concerning education level.