The purpose of this study was to evaluate the teacher education program in Khyber-Pakhtonkhwa with the objectives, to point out perception of the trainees,teachers and directors/principals of different programs related to different aspects of teacher education institutes, to compare the perception of elementary and secondary trainee teachers and to suggest a ten year action plan for teacher education program in Khyber-Pakhtonkhwa. To obtain quantitative and qualitative data in the study, mixed methodology was used which employed a survey questionnaire with 72 items and interview contained 20 items grouped under seven broad categories. Ten regional institutes for teacher education (RITEs), five each male and female and five institutes of education and research (IERs) were the sample institutes. Similarly, 50 trainees and 05 teachers’ from each institute were also selected randomly. The total sample includes 750 trainees, 75 teachers and 15 principals/ directors. Survey questionnaires received from trainees were 600 with 60 from teachers and interview of 15 directors and principals. To analyze quantitative data, statistical procedures were run using SPSS version 16.0. Teachers and trainees perceptions about the teacher education program were analyzed by using descriptive statistics. Secondly, the Kruskal Wallis H test and Mann-Whitney U test were also used. As for as qualitative data analysis is concerned, the results from the interview with directors and principals were documented, while taking notes by the researcher. It was found that up to 47% trainees and 33% teachers do not have internet facility in their institutes. Nearly 40% of the trainees revealed that seminars, work shops and conferences were not carried out in the institutes. Half of the teachers and trainees responded that curriculum can not accommodate individual differences and aims can not be achieved through the present curriculum. Most of the 78.5% trainees and 78.3% teachers admitted the fact that faculty members were cooperative. Approximately 61.7% teachers and 47.7% trainees reported that there were hindrances in the teaching learning process. According to 35.3% of trainees 46.7% teachers malpractices were observed in examination. As far as the procedure of the lesson plans is concerned 47.3% trainees and 70.3% teachers admitted that they were outdated. The qualitative data reflect broad consensus that access for every learner to modern technology could be made possible. There is always a strong base for the argument about the need for allocation of budget to education. As reflected by the respondents, curriculum must be equipped with the national and international requirements. The situation is further compounded by the fact that many teachers join teaching by chance not by choice. So it is obligatory to conduct aptitude tests before admission. The teacher should take initiative to use the learning aids properly and activate the learner.Most of the participants of this study tend to concentrate upon the use of assessment in different ways and before assessing the learner have to know about the nitty gritty of assessment. The data reflect broad consensus that a teacher may be a good researcher and must be able to tackle classroom problems. There is a need to link research with practice in order to facilitate learning and school life as a whole. It is recommended that all vacant posts in teacher training institutes may be filled, to introduce modern assessment techniques, to strengthen teaching practicum and improve research activities in teacher education institutes. An action plan was launched for further implementation.