This study examines the possible impact of teacher-centered approach that is widely practiced in EFL situations, as suggested by Braine (2003), Norman (2004) and others, on the performance of would-be professors/ teachers who teach their courses in English in EFL context. The study presents two cases of two nonnative speakers (NNSs) of English. One had learned English in the USA in an English as a Second Language (ESL) situation and the other learned his language in an English as a Foreign Language (EFL) situation in Saudi Arabia. The task that was given to the two participants was largely communicative; each one was to present a topic of their choice to an unspecialized audience. The resultant observations show that the person who learned English in an EFL situation did not do well on the presentation, while the other one who learned English in an ESL situation did better, despite the fact that their levels of English proficiency were comparably similar. The study concludes that the EFL participant’s weak performance was perhaps due to the teacher-centered approach that is widely practiced in his country. The ESL participant did better because he learned in a student-centered environment and practiced presenting as part of his training. Though the observations were drawn from only two cases, it seems that they could apply to larger samples of ESL/EFL learners.