“Who is qualified to teach ESP (English for Specific Purposes)?” This is the most frequently asked question and the core of many debates in the field of language education. Because ESP courses incorporate specific content, administrators, teachers, and even students, some may believe that content teachers should teach ESP. The rationale for such an argument is it would be difficult to ask traditional English teachers, most of whom are trained in the humanities, to teach from materials related to business, sciences, medicine, engineering, or other content areas. In higher education, content professors are experts in the specialized disciplines, and many possess good English skills from their academic training. Therefore, many administrators and other stakeholders often consider content teachers to be the most effective ESP teachers. However, most content professors put priority on their own research and content teaching and thus are less interested in taking on the responsibilities of teaching English. In those cases where content professors are asked to teach ESP, the classes are likely to lose their original language focus because content teachers tend to spend more time teaching research and content knowledge. In addition, content teachers usually lack appropriate training in teaching methods and in classroom management. Many tend to apply outdated approaches, such as translation or audio-lingual methods, because that was how they learned English.