This book is derived from the author's research into improvement of TESOL curriculum in Lahore, Pakistan, based upon a comparative analysis of TESOL in Birmingham Primary Schools, United Kingdom. It utilised a benchmarking approach, in grounded theory tradition. Many benchmarks were drawn from detailed comparative analysis and syntheses of extant literature, observations, interviews and document analysis leading to the development of a 'TESOL Quality Audit Framework' that can be a prelude to improving an institutional perfomance.