Abstract This paper looked at the challenges facing quality assurance in science and technology teacher education and then proffered solutions to these challenges. The paper particularly addressed what quality assurance is and the need for it in the science and technology education sector of this country. It further identified the period of pre-service training, quality assurance and standard agencies, production of inadequate number of qualified teachers, inadequate funding, inconsistency in education policies, low professional status of teachers and non-availability of instructional materials as some of the major challenges militating against assuring quality in teacher education in Nigeria. The paper therefore recommended tenure elongation, empowering quality assurance and standard agencies, heavy investment in education, making teaching profession attractive, involving stakeholders in policy formulation and integration of ICT in the teacher education. Nigeria has in the past witnessed a number of strategic steps taken by various governments towards achieving great educational goals for the country. All these were aimed at securing a better future for the people through rapid economic, scientific and technological development. These steps have been taken because government is fully aware of the truism that education is a vehicle of social transformation, national integration and development. As laudable as these goals may be, the system has suffered setbacks which prompted Lawal (1992) to observe that education in Nigeria is yet to satisfy its role in nation building. He argued that the Nigerian education is not succeeding in facilitating required employment opportunities, retention, motivation for the nation's economic selfreliance policy and it fails to provide scientific and technological development. The inability of the Nigerian education to pave way for scientific and technological development for nation building economically is attributed further to what Udoh (1995) observed, that the crises in education in this country is making the certificate issued by our educational institutions not to be recognized by the outside world. Now, while these assertions are true about our institutions, it is incumbent on us to direct our search lights on the implementers of government policies in the schools to facilitate economic and scientific development. That is for the teachers to find out if there might be grey areas in the practice of the profession. It is stated in the National Policy on Education (NPE), (2004) that teacher education shall continue to be given major emphasis in all educational planning and development since no education system may rise above the quality of its teachers. However, teacher education today is going through rough times in terms of manpower deficiencies, management, infrastructure, policy, leadership in capabilities, students' lack of interest in their studies, underfunding by government, teachers not going for in-service training, government, teachers not going for in-service training, and conferences. Jack of parents' involvement in the stake of education among many other problems
