Program evaluations enable to identify areas of strength that need reinforcementrnand weaknesses that indicate directions for the timely correction to be taken beforernthey are too late. To this end, this paper attempts to evaluate English languagernteaching program of teacher training institutes (TTIs) with reference to Assela TTl.rnThree basic evaluation questions - whether or not the trainees have adequaternrnprogram and whether the program brings about the required professionalrndevelopment - were raised in this study. In this process, the discussion 'of thernrecommended training model, the Reflective Model, in relation to the other modelsrnrevealed that radical and important changes have taken place. Survey of therntraining materials, the Practical English Teaching course books volumes 1 and 2, thernMethodology and Language practice manuals, revealed that the materialsrnincorporate important components meant for the desired professional development.rnFurthermore, the evaluation pursued the Objective and Illuminative models fromrnthe various options so as to conduct as comprehensive evaluation as possible. Inrnthis process, a valid and reliable test was designed and given to 230 trainees.rnClassroom observations of the four ELT trainers of the institute, at least five periodsrneach of the three trainers and three of the one, 12 micro-teachings of studentrnteachers and 20 classes of 10 student teachers were made. Teacher educator'srnquestionnaire was also utilized.rnThe achievements of the trainees test indicated that the English languagernproficiency of 48% of the subjects is below the required standard that is obtainedrnfrom the performance of the testees. Similarly 66% of the micro-teaching and 50%rnof the teaching practice observations revealed that the appropriate use of English inrnthe teaching - learning process is below adequate. The feedback of all the trainersrnalso confirmed that the trainees lack the required English language proficiency,Concerning the required professional development, the facilitating role of thernteacher was 50% and 45% below adequate in the micro-teaching and the teachingrnpractice, respectively. Since 70% of the teaching practice and 100% of the micro teachingrnwere also not planned, the skill of planning is also at risk. Likewise, 42% ofrnthe micro-teaching and 40% of the teaching practice revealed that the questioningrntechniques were below adequate.rnRegarding evaluations, although the tra inees evaluate the teaching-learning processrnof the micro-teaching and teaching practice adequateiy and aimost adequateiy, therntrainees are evaluated neither by their fellow trainees nor the cooperative teacherrnduring teaching practice. The evaluation of the ELT trainer is also not adequate.rnTherefore, inclusion of more language courses, considerations that should be madernwith regard to the selection criteria, increasing duration of training, providing morernpractice opportunities, creating context for reflections, arranging tutorial classes andrnorientations to some concepts such as evaluation, reflection and teacherrndevelopment are recommended.