This paper attempts to investigate the issue of native and non-native English-speaking teachers (NESTs/NNESTs within the Sudanese university context). Employing two research tools (pulling together quantitative and qualitative methods), the study examined a group of participants - (347) University English Language EFL students from seven sound Sudanese universities. The key data was collected from two resources; a questionnaire and a series of interviews. Afterwards, the data collected was, further, subjected to a statistical analysis. Having done so, a concise literature review of the study which presents the differences between native and non-native English-speaking teachers and to gain –in-depth- the Sudanese university EFL students' perceptions of the role of native and non-native English-speaking teachers inside the English language classrooms. The results are enlightening, as Sudanese university EFL students comprised in the sample find an overall positive satisfaction of both groups with relevant differences between the pedagogical behaviour of (NESTs/NNESTs), with the students’ beliefs that NESTs/NNESTs can be equally qualified teachers with strengths and weaknesses for each.