This study investigates the gap between General English

Teachers' (GETs) assumed ability to teach English for Medical Purposes (EMP)

and their mismatched qualifications in Saudi Arabia. It explores the underdevelopment of the EMP sector, where GETs often lac k proper

training and resources. The research employs a qualitative case study approach utilizing semi structured inte rviews and open ended

surveys. The participants include three medical professors (MPs), five experienced EMP teachers (EMP Ts), and twenty one GETs. The

focus is on uncovering the pedagogical needs for GETs to teach EMP effectively. The findings reveal a significant discrepancy between

assumed competence, preparedness and actual performance of GETs. This highlights the need for professional development progra ms

focusing on the pedagogy of ESP and EMP, along with curriculum and i nstructional design, to equip GETs with the necessary skills and

knowledge for successful EMP instruction. The findings also highlight the need for curriculum revision and improved needs ass essment. By

identifying these needs, the research aims to contribute to improved EMP teaching in Saudi Arabia. This study will assist policymakers and

educators in creating a more effective system for preparing future healthcare professionals with the essential English language skills

required for success.