This study investigates graduation threshold of English competency from the perspective of EFL teachers in the technological institutes or universities. Their opinions on and attitudes toward the implementation of the graduation regulation are examined. A questionnaire is used as a tool to collect data for statistical analyses. The subjects involved in the survey are 54 EFL teachers from ten technological institutes or universities. Teachers' variables based on their demographical information are also analyzed to see if the variables influence their opinions and attitudes. This research indicates the following findings: (1) there are no significant differences between public and private institutions in relation to whether the graduation threshold is implemented or not; nevertheless the private schools are more significantly engaged in the regulation than the public ones. (2) 77.8% of the EFL teachers support the implementation of the threshold regulation. (3) Teachers' positive attitudes toward the threshold regulation are quite uniform on the ground that it can motivate students' learning and improve students' competitive edges. However, they are also concerned about negative impacts of the regulation on the English teaching and learning in the institutions. (4) Teachers with fewer years of teaching experiences express a significantly higher level of agreements on the regulation than do those with more years of teaching experiences. (5) Instructors holding a master's degree express more concerns for possible negative impacts of the regulation on students' learning behaviors. Recommendations are made for successfully implementing a threshold regulation.