This research investigated the practices of module development in Colleges of Educationrnwithin the selected Ethiopian Higher Education Institutes. The research looked into therntraining program conducted by Colleges of Education within the Universities. Relevantrnliterature on the practice of module development and modular instruction were alsornreviewed. In the research different modular theoretical assumption including the ADDIErn(Analysis, Design, Development, Implement, and Evaluate) instructional model werernexamined and used in studying modularization and the practice of module development.rnData were collected from three Universities namely Woldia University from the thirdrngeneration, Wollo University from the second generation and Bahir Dar university fromrnthe first generation by employing questionnaires, unstructured and structured interviews,rnfocus group discussion and document analysis. Data analysis was made by using chisquare,rnt-test and F-test for quantitative data and use of interpretational and reflectivernanalysis for qualitative data. The findings showed that modularization and the practice ofrnmodule development was not done as intended: critical gaps were not clearly identifiedrnand seen thoroughly; principles of designing modules were not kept and used;rnorganization of modules were found weak; teaching methods that were employed werernhighly dominated by the traditional lecture method with less emphasis to others; andrnvarious techniques of assessments were not employed as needed. Eventually, it wasrnconcluded that the practice of module development in the college of education werernfound challenging that require consideration both from the government and institutions.