Pre-service teacher education (PSTE) has largely been excluded from investments in foundational literacy and numeracy in low- and middle-income countries (LMICs). This approach has consequences for sustainability due to the central role of PSTE in supporting lasting educational change. In this literature review, we examine key challenges facing PSTE in LMICs and draw on the evidence to suggest areas for teacher educators and stakeholders to focus attention--including curriculum revisions to make PSTE more applied and relevant, enhanced focus on the practicum, and high-quality professional development for teacher educators--to promote alignment of content and pedagogy with evidence-based practices.