The two year teacher training programs in Iran include courses in education that form the very foundation of the professional performance of the future teachers. As such, the curricula of these courses need to be evaluated in order to determine their probable shortcomings and take the necessary remedial steps. Towards this end a large number of administrators, teachers, students, and graduates of these programs were questioned and tested, while the teaching approach of a number of teachers was also observed. The instruments used were of adequate validity and reliability. Data analyses revealed the implemented and acquired curricula being rather poor in comparison to the intended one. Performance and attitudinal objectives were much less attended to in comparison to the knowledge objectives. The content of the courses did not show adequate relevance to the professional needs of the future teachers. Teacher trainers themselves lack adequate specialization and the centers lack adequate facilities and equipment. Test scores on knowledge, skills, and attitudes of the graduating students were mostly disappointing, as was the observation of the classroom behaviors of the graduates.