Teacher and teacher education has an important role in any education system, both developed and developing countries. No doubt, the welfare, prosperity and security of a nation depend upon the quality of its education. In the present era the nations are competing in the field of knowledge only. The quality and level of excellence in education depend upon the quality and competence of teachers. If the teachers are knowledgeable, competent and committed, they can deliver well. A successful teacher is emotionally matured, user of different teaching techniques, facilitator for the students and an instrument of character building. In 1990, the Asian Development Bank approved a Project Preparatory Technical Assistance to prepare a detailed proposal for a Teacher Training project in Pakistan. It aimed at upgrading the quality of teacher training, increasing the number of trained female teachers in the rural areas, strengthening the relevance of training curriculum, methodology and materials, and promoting efficiency and effectiveness in policy making, management and resource generation of the teacher education sub sector. This study was aimed to investigate the Impact of Teacher Training Project on the Quality of Teacher Education in Pakistan. The main objectives of the study were: 1) To assess the extent to which Teacher Training Project (TTP) objectives have been achieved, 2) To examine the impact of capacity expansion on the quantitative improvement of teacher education, 3) To investigate the impact of Teacher Training Project (TTP) on the qualitative improvement of human resource development in teacher education through In-Country Fellowship Programme, 4) To explore the outcomes of up gradation of management techniques under the Teacher Training Project, 5) To find out the effectiveness of Training Out-posts xvii(TOs) and their input in the improvement of training of teachers, and 6) To suggest measures for the improvement of Teacher Education in Pakistan. The population of the study consisted of all the heads of Provincial Institute of Teacher Education, Govt. Colleges of Education and, the Govt. Colleges of Elementary Education, all teacher educators of Govt. Colleges of Education and, the Govt. Colleges of Elementary Education, all the heads/ masters trainers and trainee teachers of Training Outposts,(4 PITEs, 16 GCEs, 90 GCETs and 66 TOs),all the experts/ consultants and officers of Teacher Training Project (TTP) and all the officers of the Technical Panel on Teacher Education (TPTE). A stratified random sampling technique was used for this study. The sample of the study was: a) 34 heads of PITEs, GCEs and GCETs, b) 145 teacher educators (ICF Training receivers), c) 150 teacher educators (ICF non-training receivers), d) 30 educational managers (Training receivers through Overseas Fellowship), e) 20 heads/ master trainers of Training Outposts (TOs), f) 100 trainee teachers (Training receivers through TOs) = 100 (from one TO i.e Ckakwal), g) 30 experts/consultants and officers of Teacher Training Project and TPTE. After reviewing the related literature and all the official documents of Teacher Training Project, the research instruments for heads, teacher educators (ICF training receivers and non-training receivers), educational managers (Overseas Fellowship), heads/master trainers and trainee teachers of TOs were designed and used for data collection. Interview Schedule for the experts/consultants and officers of TTP and TPTE was also developed. xviiiThe instruments were developed keeping in view the various aspects of teacher education like office equipment, electronic media, furniture, teacher training, curriculum, management, competency/attitude of teachers, teaching methods and instructional material. Data were collected through personal visits, with the help of research assistant and by mail from the different institutions. Data were tabulated, analyzed and interpreted keeping in view the objectives of the study. For this purpose, Percentages, Mean, Chi Square and t Test were used. The conclusions of the study were: a) Office equipment and furniture were sufficiently provided and maximum utilized, b) Electronic media was insufficiently provided, but it played a vital role in strengthening the teacher training in all the four provinces, c) Construction of four PITEs, one/ two rooms in GCEs, GCETs and TOs, enhanced the enrolment and facilitated the prospective teachers. The teacher educators – training receivers were practicing project method and simulation method more than the non-training receivers and were consulting reference books / latest books. Teacher educators’ non-training receivers were adopting question answer and lecture method during their teaching and were following the textbooks for teaching. The teacher educators who had received training, had more skills to use A.V. aids and modern technology during teaching as compared to the non training receivers. Set induction, classroom management and personal skills were developed in the trainee teachers of TOs. The objectives and the scheme of studies for Diploma in Education were well formulated. Textbooks for Diploma in Education were poorly developed and the contents were to some extent relevant and adequate. Diploma in Education was not a xixsuccessful programme. Educational managers/teachers were well trained through Overseas Fellowship training but after training they did not monitor the broad aims/ goals and teaching learning process in their institutions. The courses such as home food processing, family planning, environment and adult literacy were not taught during the training in Training Outposts. The Provincial Institute of Teacher Education and Training Outposts were not functioning according to the objectives formulated in Teacher Training Project and after completion of project Training Outposts were closed. The coordination was weak among the Federal Coordination Unit, Provincial Implementation Units and Technical Panel on Teacher Education. Professional attitude was developed in teacher educators and management techniques were improved through In- Country/Overseas Fellowship. The recommendations of the study were: Electronic media may be provided in sufficient quantity and short term training courses may be arranged for imparting training to faculty in utilizing office equipment and electronic media. More rooms may be constructed in existing GCEs and GCETs to facilitate the prospective teachers. The teacher educators – training receivers and non training receivers may adopt project method, micro teaching and simulation method during teaching. The non-training receivers may be trained to use the modern techniques like multi media, overhead projector etc. The Overseas Fellowship trainees may monitor all the tasks and activities of their institutions. They may also provide the rigorous managerial training to other managers. FCU, PIUs and TPTE may be revamped and strong coordination through electronic media may be established among them for an objective output. PITEs and TOs may be reactivated and in-service and pre-service training may be offered to teachers at all levels.