Teacher’s training programme should be managed like a professional course, though it was envisaged to function like one. With the uninhibited mushrooming of the teacher training institutions, most of them in the field of education for reasons other than academic, the quality of instruction has taken a beating. The most important segment of this training – the practice teaching – has suffered most. Teaching is indeed a performing art. Emphasis on practical training must be given, though a fair knowledge of the theoretical concepts are needed. Instead of bouts of practice teaching once or twice a year, the teacher trainees should be nurtured in a real environment at regular intervals, through out the year. The training need not be confined only to the methodology of teaching. It should also train the teacher to be an integral part of the school system. They must be made to take active part in the mock staff meetings, emergency situations that can crop up in the school, their relationship with the principal, teachers, students and parents. The practice teaching should be confined to two subjects at the elementary teacher education programme and one subject at the secondary teacher training level. Then it is possible that they develop insights in those subjects and can give justice to the subject and the students’ needs.