Language teachers undoubtedly serve as important models of their learners' pronunciation. The recent growth of interest in teacher cognition also raises the question to what extent non-native English teachers' cognition about pronunciation and pronunciation teaching are aligned with their own production (from a contrastive perspective) and accent preference. In the present study, we first analysed recordings of 12 Czech secondary school teachers of English obtained directly in class. Auditory analyses revealed characteristic pronunciation features of Czechaccented English at the segmental level (e.g., vowel quality, dental fricatives, the presence of a plosive following the velar nasal, aspiration), while vowel reduction and linking were realised in a more native-like manner than by strongly accented speakers examined in previous studies. Results obtained from questionnaires investigating teachers' cognition indicated their positive attitude towards authentic input, hierarchisation of pronunciation features, and prioritisation of intelligibility in pronunciation teaching. A comparison with the teachers' overall accentedness suggested that more strongly accented participants were more convinced about the importance of native-like attainment and pronunciation teaching itself than their colleagues with a more mild-accented English. Furthermore, the results indicate only a weak relationship between teachers' accent preference and rhoticity in their own speech production.