The aim of this study was to investigate strengths, weaknesses, opportunities and threats of compulsory English courses in Vocational Technical Colleges according to perspectives of students, English instructors, and principals. For this aim, convergent parallel design was used in the study. Through convenience sampling, the quantitative study group consisted of 313 second grade students who completed English I and II in the college in a state university in Central Anatolia. The qualitative study group consisted of seven academicians selected through criterion sampling and worked at the same college. The quantitative data collected via the questionnaire developed by researches were analyzed by descriptive statistics, and the qualitative data collected via semi-structured interview schedules were analyzed by content analysis. According to findings, English instructors’ pedagogical content knowledge and skills were highlighted as strengths but as weaknesses teaching-learning process, classroom conditions, four basic language skills, access to foreign resources, and demotivated student profile were stated. While the importance of English in professional life was frequently-emphasized opportunity; Vo-Tech College students’ ineligibility to apply Erasmus-like mobility programs was emphasized as threat. To improve weaknesses and eliminate threats, the participants offered various solutions in relation to Higher Education Council, University, Vo-Tech College Administration and teaching-learning process.