This paper seeks to examine and reflect the historical exploration of curriculum implementation and the challenges of teacher education development in Ethiopia, particularly focusing on elementary school teacher training. Unlike other areas of educational study, the history of teacher training curriculum and challenges to teacher education development in Ethiopia has not been studied in detail, and the evidence may be insufficient to form a clear picture when it is studied in Africa in general and Ethiopia in particular. For this study, the researchers used a descriptive design, it helps to describe and interpret the educational practices of the teacher training programme through the passage of time. This study was based on using primary data from letters, original research, archival documents, and educational bulletins were used. Whereas secondary sources (documents and research studies). The collected data was analysed using the document analysis technique. The findings revealed that the changes in teacher education in Ethiopia were implemented without a formal needs assessment based on societal needs or deep research findings. Furthermore, when the government formulates general education policies, they do not pay much attention to making the lower primary teacher education strong in terms of budget and fulfilling facilities. Therefore, the main implication of this research for individuals doing research is that in order to have good systems of teacher education, thinking and doing research related to teacher education helps to strengthen the teaching profession and teacher professionalism.