The purpose of this study was to determine thernadequacy of the professional training of the pre-servicernprimary teacher education program vis-a-vis the overallrnobjectives and specific outcomes of the program. And arnsurvey was conducted by taking random samples of 410rngraduating students and 80 instructors from the TTls atrnDessie, Gonder, Awassa, and Nazareth . With a response raternof 75 percent, the data collected were analyzed byrnutilizing appropriate statistical methods from which thernfollowing results were obtained;rnStatements of the overall objectives that focus onrnthe development of prospective teachers' competencies andrntheir ability to promote "community development" werernregarded as highly relevant and important to thernprofessional training; and t hat objective which proposesrn"ideological training" was considered as least important.rnThe professional preparation was rated as "more thanrnadequate" ~ by both groups of respondents, in the skills ofrn"planning", "presentation" and ''evaluation'', of classroomrnlessons; and the preparation was rated as " inadequate" inrndealing with "classroom management" skills; no significantrndifference was observed between the two groups, expect. inrnthe area of "evaluation" skills.rn-Some background characteristics of the respondentsrnshowed a significant relationship with their rating of the professional training: students with more pre-training workrn(teaching) " experience," and those with high "tendency" torndrop out of teaching are less optimistic in their rating;rnand teachers with more "years of service" in the TTls ratedrnthe training more positively; the "worth of the feedback"rnstudents received in the practice teaching period was alsornsignificantly and positively related with their rating .rnBased on these results, some recommendations are made:rnTTIs should formulate trainable objectives that arernsensitive to the professional needs of trainees; systematicrntraining in professional skills should be provided;rnresearch on teaching and teacher education practices shouldrnbe encouraged in the TTIs; the teaching practice programrnshould have a definite objective; and closer cooperationrnbetween the TTls and the Elementary schools should bernmaintained.