Abstract The profile of English as a Foreign Language (EFL) teachers education programs in Chile requires graduates to communicate effectively and master phonetic-phonological, lexical, morpho-syntactic, semantic, and pragmatic aspects of the English language. Graduates should possess an advanced level of oral proficiency which entails an adequate balance of fluency and accuracy in oral communication. Attaining a correct balance between oral fluency and accuracy from the start of EFL pre-service teachers training programs is currently a goal of Chilean Universities. The objective of this article is to propose a theory-based didactic model to address and overcome first year Chilean EFL pre-service teachers’ constraints regarding fluency and accuracy in oral communication development. The proposed didactic model is based on a theoretical revision of such constructs in Second Language Teaching (SLT) literature. The proposed model contributes to the developing research that can support the progress of fluency and accuracy in EFL pre-service teachers’ oral communication, which is limited by Second/Foreign Language Teaching theories, methodologies and approaches which require further study.