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In any formal learning situation,teachers are indispensable because they are the catalysts of the learning process and the entire education system rests mainly on them.Research has shown that teachers play a significant role in improving student achievement levels.It is for this reason that,the quality of pre-service teacher education in Zambia needed to be scrutinized so that schools are staffed with high caliber and quality teachers.Auguste Kihn,and Miller（2010）assert that,many pre-service teachers are trained in schools with low admission standards,and many of those institutions accept nearly everyone who applies,as is the case in most teacher training institutions in Zambia.It is imperative that pre-service teacher education programmes should aim to prepare graduates to become quality teachers equipped with pedagogical practices that will serve to meet the increasing demands associated with the teaching profession（Bransford,Darling-Hammond,& Le Page,2005）.Using a purposive qualitative method of data collection,this case study sought to investigate and examine the quality of pre-service teacher education at selected universities and colleges.Interviews and focus group discussions（FGDs）were used to investigate the requirements needed for admission to teacher training universities and colleges,the approaches and strategies used to ensure that the right candidates are admitted and the effectiveness of the curriculum in ensuring the quality of pre-service teacher education in Zambia.The research findings indicated that recruitment was based on 5 ‘O’ levels of the national examination,motivation to be trained as a teacher was based on job security as opposed to intrinsic motivation,Moreover,the study revealed that most of the respondents could not explain what 21 st century skills were as enshrined in the curriculum and that it was challenging for them to assess them as there was no assessment framework for the contemporary skills.On inclusive teaching,it was reported that,student teachers were not given enough opportunity to practice inclusive teaching skills during practicum.In order to improve the quality of pre-service teacher education,teacher training institutions must be encouraged to ensure that all pre-service teachers graduates are prepared to employ correct pedagogical teaching and assessment strategies in their classrooms.The study therefore recommended that,the Government of the republic of Zambia through the Ministry of General and Higher Education should increase funding to teacher education institutions;ensure that both training institutions and schools have adequate teaching materials that will support the successful implementation of the newly revised curriculum,the teacher training institutions therefore,must make the recruitment strategies or approaches more stringent and rigorous so as to attract and train highly talented candidates by introducing preentry examinations and physical interviews.It was also recommended that higher education institutions that offer pre-service teacher education programs should make sure there is a balance of the academic and pedagogical courses during the implementation of the programs for pre-service teacher training.The balanced treatment should also consider the support for resources and facilities by the respective universities and colleges for effective implementation of the pre-service teacher’s professional development program.In the same way,the management of the schools,colleges,and universities should cooperate closely in the implementation of pre-service professional development programs to produce high quality teachers who can enjoy their teaching career with students in the school and colleges.Likewise,there is a need to review the education policy document together with the curricula designs of secondary schools and teacher education to provide more opportunities for students to earn a quality education prior to entering the teacher education program.Quality education is needed for students to attain their individual and social dreams of life experience.Therefore,implementation of the educational policy reforms should involve a bottom up approach in which the stakeholders get the opportunities to discuss policy for the effective implementation of preservice teacher education programs.On the other hand,universities and colleges should train inservice teachers so as arm them with mentorship skills through Continuous Professional Development and also train pre-service teachers to teach in local languages for effective delivery of lessons especially for primary school level.