<p>This study investigated the speaking assessment literacy (SAL) training needs of pre-service (PS) and in-service (IS) Iraqi English as a Foreign Language (EFL) teachers using a mixed-methods design. Quantitative data were collected through a needs analysis questionnaire examining the perceived importance and coverage of 33 SAL topics, while qualitative data were gathered through semi-structured interviews to explore teachers’ training needs in greater depth. Differences between PS and IS teachers were analyzed using chi-square tests. The quantitative findings indicated that PS teachers generally undervalued and reported limited exposure to both theoretical and technical dimensions of speaking assessment, whereas IS teachers demonstrated greater awareness of SAL, particularly in practical areas such as feedback provision, error correction, and test administration. However, significant gaps remained in technical, statistical, and specialized aspects of speaking assessment among both groups. The qualitative findings revealed that teachers viewed professional development in speaking assessment as essential but insufficiently addressed in existing teacher education and training programs. Participants emphasized the need for practical training in speaking performance assessment, rubric development, rating procedures, pronunciation and fluency assessment, and technology-enhanced assessment practices. The findings suggest that teachers prioritize assessment knowledge that is directly applicable to classroom practice and highlight the growing importance of digital assessment literacy. Overall, the study underscores the need for differentiated SAL training, with PS teachers requiring comprehensive foundational preparation and IS teachers benefiting from advanced professional development focused on technical and analytical competencies. The study provides empirical evidence to inform the improvement of teacher education curricula and professional development programs in speaking assessment.</p>