The importance of professional training for secondary school teachers is now universally recognised as an investment in our human resources. This book provides a critical analysis of the Diploma in Education (In - service) training programme as perceived by the graduates. It takes the reader through the teachers'' experiences on the programme, but more importantly, their preparedness for the classroom. This work is ground breaking because it deals with the evaluation of a programme that has been in existence for more than thirty - five years. The findings in this book are of tremendous practical significance for all stakeholders involved in teacher training: teachers, administrators, programme co - ordinators, teacher unions and Ministry of Education officials. It identifies the scope for further research on the issue and offers policy recommendations to enhance teacher training.