Journal of English Education and Teaching (JEET) e-ISSN: 2622-5867 p-ISSN: 2685-743x Volume 7 number 4, 2023 Page 956-968 956 Students’ Perceptions and Attitudes toward World Englishes Paradigm Sri Imelwaty English Language Education, Universitas PGRI Sumatera Barat sri_imelwaty@upgrisba.ac.id Yulistia Rahmi Putri English Language Education, Universitas PGRI Sumatera Barat yulistiaarp@gmail.com Sesmiyanti English Language Education, Universitas PGRI Sumatera Barat sesmiyanti09@gmail.com Corresponding email: yulistiaarp@gmail.com Abstract The study aims to describe the pre-service English teachers’ perceptions and attitudes toward World Englishes (WE) Paradigm from Kachru's theory within the Indonesian context. Limited studies have been undertaken relating to Indonesian pre-service teachers’ perceptions and attitudes to the WE paradigm. The design of this study employed a qualitative case study focusing on the exploration of an individual pre- service English teacher’s perceptions and attitudes toward the phenomenon of the WE paradigm. Twenty participants who are pre-service English teachers participated in this study. Initially, the participants were asked to take The Verbal Guise Test to for stimulating the participants’ knowledge (cognitive) about varieties of English and introduce the WE paradigm. Afterward, the semi-structured interview was conducted with open-ended questions to explore how the students view different varieties of WE. The data were then transcribed and analyzed using thematic analysis by coding, classifying themes, and interpreting. The findings of the study indicated that academically participants still have a preference of the inner circle (IC) English to support the learning process. But for non-academic context the majority of participants had the ability to understand and recognize English variations and showed interest in using and learning more about WE. Keywords: Attitude, Perception, Pre-service English Teacher, World Englishes paradigm Introduction The number of English speakers grew from more than five to seven million to possibly as much as two billion at the beginning of the 21st century (Kirk, 2018). In addition, Zhang Y (2019) highlights that the most widely used and influential model of the spread of English undoubtedly has been state by Kachru (1992). Therefore, Kachru