The purpose of this study was to analyze and compare present secondary teacher education programs and it practices relating to different components of curriculum in Bangladesh and Philippines. Secondary teacher education programs in the two education systems were investigated through different documents analysis and curriculum review. The study showed that there are some important similarities and contrasts between two programs. The philosophies and the policies of teacher education in both countries represent an extensive variety of social, economic, political and cultural context. Both curricula place emphasis on holistic development and potentialities for present and prospective teachers on the basis of different skills of teaching, knowledge, values, attitudes, talents, interests, and confidence. In contrast, it has been found that science subjects are in insignificant position than liberal arts subjects in Bangladesh secondary teacher education curriculum compare to Philippines. The study recommends that Bangladesh secondary teacher education program needs some changes, particularly in course duration; need addition of some new subjects like value education and field study.