Teacher education in Ghana has undergone significant transformations over the years, with the introduction of policies aimed at improving professional standards and educational outcomes. This article critically examines the evolving landscape of teacher education in Ghana, focusing on key policy interventions such as the teacher licensure regime and the Common Core Program (CCP). It explores the historical context, challenges, and the role of cross-sector collaborations, particularly the contribution of the Colleges of Education Teachers Association of Ghana (CETAG) and other stakeholders. The study identifies persistent challenges, including resource constraints, disparities in training quality, and the need for continuous professional development. Additionally, it proposes practical and sustainable solutions to enhance the effectiveness of teacher education in the country. By analyzing current policies and projecting their impact over the next decade, this article provides evidence-based recommendations for shaping a more resilient and responsive teacher education system in Ghana. The findings contribute to ongoing discourse on educational reforms and serve as a valuable resource for policymakers, educators, and researchers committed to strengthening teacher preparation and professionalization.