The purpose of this study was to understand the practice of society-centered instruction in teacher education classrooms. Hence, a qualitative research approach focusing on phenomenological design was employed. Participants of the study were six teacher educators from the College of Education and Behavioral Sciences, Bahir Dar University. They were selected through purposive sampling technique. Semi-structured interviews and document analysis were used to collect data essential for the study. An adapted five-stage data analysis model was also used to analyze the data collected through the above methods. The findings of the study revealed that the experience of teacher educators in practicing society-centered teaching methods and assessment techniques was minimal. The study also revealed that the instructional processes in teacher education classrooms of Bahir Dar University were not satisfactorily interconnected with major issues of society. Towards the end of the article, the implications of these findings for classroom practices and policy initiatives are highlighted.