Quality assurance and achievement of objectives has necessitated inquiry into how Non-native English- speaking teachers (NNEST) with different subject specializations are influenced in terms of quality of program design, achievement of program objectives, teaching materials and methods, and English diploma program instructors’ ability. Thus, this study analyzes the attitudes of social studies, Islamic, and Arabic primary school teachers towards the English diploma program. Data are collected through a self-report questionnaire comprising 36 close-ended and 10 open-ended questions administered via Google forms. The study sample included 106 NNEST (an equal number of males and females) who completed the diploma programs. Using descriptive statistics, complementary and exploratory factor analysis through SPSS 6.1, data are used to reveal the relationship between achievement of program objectives (R2 =0.49, β=14.98), efficiency of online classes (R2 =0.52, β=15.7), program design, content and management (R2 =0.52, β=18.56), instructors’ performance (R2 =0.45, β=17.26), participants’ specialization (R2 =0.18, β=12.13), and NNEST’s attitudes and perceptions. Results highlight that there is no relationship between efficiency of online classes, participants’ specialization and NNEST’s attitudes and perceptions. Furthermore, the outcome of the text analysis generates two central factors: (i) drivers and (ii) enablers for an English diploma program. Further, that NNEST are keen to learn English and demand an interactive learning environment to enrich their English communication skills. These findings can guide the educational institutions and diploma curriculum developers to design a diploma based on the NNEST demands
