Academic presentation (AP) is the most common type of oral tasks for academic studies. It is not only a means for speakers to exchange their ideas with (and gain feedback from) members in the academic communities but also provides speakers with an opportunity to develop higher-order thinking skills, through the process of which construction of new knowledge takes place. Regarding its unique roles, speech functions, linguistic and discourse features, recent scholarly discussion and research findings on academic presentation suggest that AP should be taught as a genre, and yet there is still a scarcity of research-based pedagogical instruction or instructional materials designed for EAP contexts. To be able to deliver quality presentations, ESL/EFL learners, as new comers of the academic communities, not only have to face the linguistic and cognitive demands, but also develop new identities and roles that are often very different from their L1 cultures. This chapter discusses the needs of ESL/EFL learners and their challenges in developing academic presentation competence in EFL contexts, such as Hong Kong. Following on a review of the knowledge, skills and strategies pertaining to the development of academic presentation competence and a discussion about current EAP practices, a pedagogical framework for EAP settings, comprised of designated tasks and evaluation measures, is proposed. Copyright © 2018 Nova Science Publishers, Inc. All rights reserved.