The 7th revised Korean national curriculum defines English as an international language, not a foreign language and the goal of teaching English was set from the perspectives of `intercultural speakers` of English not those of `native speakers` of English However, this curriculum rhetoric does not seem to be fully reflected and practiced in the English classroom reality, stakeholders` understanding and expectation of ELT, and in many aspects of English-related social practices. The present study focuses on the Korean secondary school teachers of English, one of the key stakeholders, and examines how they perceive teaching English for international communication, teaching pronunciation, in particular. It also aims at identifying their problems and concerns with teaching English pronunciation. Two hundred and twenty one Korean secondary English teachers participated in the questionnaire survey. The results showed that the Korean teachers lack confidence in their own pronunciation and the major issues in teaching pronunciation include the lack of students` interest, lack of time, teaching methods and materials, It was suggested that teacher education program needs to be developed to build confidence and promote an ownership of English among the Korean teachers of English.