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This essay explores Pakistani English teachers’ attitudes towards non-standard article use in Pakistani English. It uses the theories of Kachru (1985), Modiano (1999a, 1999b, 2020) and Schneider (2003, 2007) on World Englishes as well as previous research on Pakistani English. Nine university teachers were interviewed for the study, and the data was analysed with a qualitative approach. The analysis showed that effective communication was a key focus for the teachers when discussing and relating to non-standard article use. In line with Modiano’s model of World Englishes, the teachers had a dual approach to the feature; in conversation they generally accepted or tolerated it while in writing and more formal contexts, they found it less acceptable. This attitude was reflected in their teaching as they generally let it pass in students’ speech but corrected it in writing. The teachers had a predominantly exonormative stance on non-standard article use; however, they described the rate of the feature as dependent on social class and showed understanding and empathy for those who do not have the opportunity to master standard English. Non-standard article use was found to be at the stage of nativisation in Schneider’s PCE theory.