In Nigeria, Open and Distance Education has grown over the decades as yarning of desired individuals for education increases. This has resulted into a paradigm shift from face-to face mode of instruction to where individuals can learn at their convenience outside the conventional system of education. However, the quality of the programme has become source of concern. There are diverse opinion that teachers trained through distance education are of low quality compared to their counterparts trained through the conventional mode. To erase the wrong perception, there is need for approach of assuring quality in teacher preparation through Open and Distance Learning Institute. To this effect, this paper examines the various quality assurance policies, systems and procedure put in place for ensuring quality in Distance Learning Institute, University of Lagos. The investigation further measures perceptions of one hundred and seventy-three participants of how quality have been sustained overtime under six main headings and challenges facing them. Results, however, gave rise to recommendations for decision regarding improved quality distance education with special focus on the teacher education programmes of the Distance Learning Institute University of Lagos, Nigeria.