A country’s quality of education is as good as the quality of the teachers and thus quality of the training programmes in place. Teachers effectiveness depend on the quality of training teachers go through. Over the years, the use of convectional approach to teacher training has dominated the classroom in the developing countries. Researchers and Educationists have grappled with the idea of more learner centered approaches which are more open and provide for interactive exchange. Convectional training approaches are no longer adequate in producing the desired results. This study therefore provides a paradigm shift by experimenting on a desired training approach that was envisaged would yield positive achievement scores compared to convectional approaches earlier used. Four classrooms comprising 50-55 teacher trainees were experimented upon for a period of ten weeks. The analysis should help shed light on the exciting learning environment and successful achievement scores that are the outcome of this learning approach. This book is useful to curriculum developers, teacher trainers, teachers and Education policy makers, in pursuit of high academic scores.