This paper discusses the recent introduction of the Spoken English Proficiency Test for Teachers (SEPTT) in Malta. By means of this test, the regulator of the English Language Teaching (ELT) industry in the country is seeking to ensure high levels of spoken English proficiency amongst pre-service teachers. SEPTT tests candidates’ ability to use spoken English for a variety of functions, including conversing, explaining, presenting information, giving instructions and responding in a context specific to teaching. The paper shows how the test is based on the idea that people require different proficiencies that are always situated in particular contexts and bounded by a particular social practice (Freeman, Katz, Garcia Gomez, & Burns, 2015). Hence, an ESP-derived approach to language proficiency is required whereby teacher education focuses on the specific linguistic needs of teachers when enacting their role. This paper describes the research that went into SEPTT’s design and implementation.