Postmethod condition refers to the qualities of the contemporary era in Englishlanguage teaching in which previously well trusted methods are put under seriousscrutiny and in which a body of methods and techniques collected from all previousmethods and approaches are used pragmatically with a belief that such an eclecticpractice leads to success. Such practices, under the postmethod condition, are inconstant influx, bringing continuous changes in both pre-service and in-serviceprofessional development programs. The aim of this paper, thus, is to discuss therelationship between this postmethod condition and a variety of English languageteacher education practices situated in Turkey.