Teacher education program evaluation is one of the most recent research areas under development. One of the main reasons for the interest in this issue is the need for accountability of these teacher preparation programs in order to show evidence of high-quality teacher preparation (Wilson, 2014). In fact, according to Karimnia and Kay (2015) and Martínez Agudo (2017) EFL (English as a Foreign Language) teacher education program studies have increased all around the world due to the importance and role of English in international communication. In this sense, the main purpose of this article is to address the lack of research in the topic of program evaluation approaches; specifically, the evaluation of teacher education programs in foreign language. This paper intends to provide a review of the current situation of teacher education and TEFL (Teaching English as a Foreign Language) preparation program evaluation. In addition, it offers some information about the main characteristics of program evaluation, the main approaches used to evaluate teacher education (TE) programs, and the challenges and limitations of assessing these programs. Finally, the features considered for a TEFL preparation program to be successful, as well as their weakness, and some suggestions for their improvement are discussed.