Description: The general objective of this paper, is to create an validate a system of teaching excellence indicators for teachers of English as a foreign language in the Higher Education centres of Cienfuegos, Cuba to guide the evaluation, training and professional development of teachers of English as a foreign language, considering the different stages of the teaching career.Quality studies have been on fashion in the educational field in the last decade. Accreditation processes and systems have been created and implanted to evaluate the excellence of our universities world wide. Cuba is not apart from that reality, teachers' development is an important element to be considered however no indicators have been defined to really evaluate and guide teachers´ professional work.The changes in the curriculum of foreign languages throughout the time denote a stressed interest, at ministry levels, to improve the teaching and learning of languages, however we can not have an excellent final product if we have not defined careful and consciously what an excellent teacher is. Our research goes beyond the simple description of the state of the art since it has had the professors to form their own vision of excellence as teachers of English as a foreign language at the same time this constitutes a guide for their university evaluation process. Methodology: The model adopted in this research is the descriptive one. It was carried out in three stages: (a) initial stage, which includes document analysis, bibliographic research, instruments´ elaboration (adaptation of questionnaire, deep interview, group discussion), and the treatment of different resources (official documents of the European Union, UNESCO, and the Ministry of Higher Education in Cuba; Programs of university studies, professors evaluation); (b) empiric stage, it includes the validation of the questionnaire to define the indicators and its application to all the sample; (c) final stage, setting the results and conclusions, which includes the analysis of the results obtained and the establishment of the best excellence indicators for teachers of English as a foreign language. Conclusions: As a final result we propose a set of indicators which will allow evaluating and guiding the professional development of English as foreign language university teachers.