Since“it is impossible to speak English without an accent”(Wardhaugh 1998: 43), English accent has been attached first importance to both native and non-native speakers. This study aims to explore teenagers’ understanding and attitudes toward differing English accents by investigating 19 international high school students’ preferences toward five English audio samples(the same materials with different accents) in Chingmai International School, Thailand. On the basis of five audio samples and respondents’ self-reported answers, the results show that British English, instead of“powerful”American English, emerges as the preferred accent. The results also indicate that the need to understand both accented and non-accented English is required for EFLs. Finally, teaching implications concerning pronunciation teaching in EFL classrooms are also put forward. Since “it is impossible to speak English without an accent ” (Wardhaugh 1998: 43), English accent has been attached first importance to both native and non-native speakers. This study aims to explore teenagers’ understanding and attitudes toward differing English accents by investigating 19 international high school students ’preferences toward five English audio samples (the same materials with different accents) in Chingmai International School, Thailand. On the basis of five audio samples and respondents’ self-reported answers, the results show that British English, instead of “powerful ” American English, emerges as the preferred accent. The results also indicate that the need to understand both accented and non-accented English is required for EFLs. Finally, teaching accounting for pronunciation teaching in EFL classrooms are also put forward.