Teacher plays pivotal role in the field of education. Quality of education depends on the quality of teachers. It is rightly stated that no system of education is better than its teachers. To play this role teacher must be proficient, skillful and well versed in the art of teaching. Therefore, it is imperative and obligatory that teacher should be properly trained to perform this awesome and onerous responsibility. Teacher can be made efficient and effective through imparting effective training. Different types of programmes are offered in Pakistan to impart training to prospective teachers. It is highly essential that effectiveness of these programmes may be ascertained to retain or revise the programmes, therefore, this study has been undertaken. To explore the topic of the study following major objectives were formulated. To analyze the objectives, curriculum, methodology, evaluation process, teaching practice and facilities in the institutions. ii) To compare the quality of training provided in the institutions. iii) to identify the problems and issues related to quality of teacher training in training institutions. iv) to compare the opinion of teacher educators on the curriculum of B.Ed and B S education. Population of this study consisted of the heads of the institutions, teacher educators and student teachers of teacher training institutions in public sector in Pakistan. The sample of the study was drawn 26 Govt colleges of education, institute of education and research and departments of education in the universities. Seven questionnaires were used as instrument for the collection of data. Seven questionnaires were developed for data collection from the sample. Questionnaires were pilot tested before their administration to the sample of the study and their reliability was calculated. Data were xxi collected, tabulated and interpreted by applying the percentage, means, t test and analysis of variance (ANOVA) to draw conclusions. In the light of analysis, it was found that majority of head of the institutions and teacher educators were satisfied with most of the dimensions of B.Ed training programme. Majority of student teachers expressed their dissatisfaction over the training programmes, because teacher educators use obsolete training techniques. B S education programme was declared to be more popular and effective than B.EdProgramme. On the basis of conclusions it was recommended that B.Edprogramme should be revised, modified to make it need oriented. Teacher plays pivotal role in the field of education. Quality of education depends on the quality of teachers. It is rightly stated that no system of education is better than its teachers. To play this role teacher must be proficient, skillful and well versed in the art of teaching. Therefore, it is imperative and obligatory that teacher should be properly trained to perform this awesome and onerous responsibility. Teacher can be made efficient and effective through imparting effective training. Different types of programmes are offered in Pakistan to impart training to prospective teachers. It is highly essential that effectiveness of these programmes may be ascertained to retain or revise the programmes, therefore, this study has been undertaken. To explore the topic of the study following major objectives were formulated. To analyze the objectives, curriculum, methodology, evaluation process, teaching practice and facilities in the institutions. ii) To compare the quality of training provided in the institutions. iii) to identify the problems and issues related to quality of teacher training in training institutions. iv) to compare the opinion of teacher educators on the curriculum of B.Ed and B S education. Population of this study consisted of the heads of the institutions, teacher educators and student teachers of teacher training institutions in public sector in Pakistan. The sample of the study was drawn 26 Govt colleges of education, institute of education and research and departments of education in the universities. Seven questionnaires were used as instrument for the collection of data. Seven questionnaires were developed for data collection from the sample. Questionnaires were pilot tested before their administration to the sample of the study and their reliability was calculated. Data were xxi collected, tabulated and interpreted by applying the percentage, means, t test and analysis of variance (ANOVA) to draw conclusions. In the light of analysis, it was found that majority of head of the institutions and teacher educators were satisfied with most of the dimensions of B.Ed training programme. Majority of student teachers expressed their dissatisfaction over the training programmes, because teacher educators use obsolete training techniques. B S education programme was declared to be more popular and effective than B.EdProgramme. On the basis of conclusions it was recommended that B.Edprogramme should be revised, modified to make it need oriented.