Enhancing global education standards necessitates the cultivation of highly qualified teachers, a process profoundly influenced by the quality of education and training delivered by teacher education institutions, where curriculum design is pivotal. The research evaluates Teacher Education program curricula in Maharashtra State, India, focusing on trainees’ perspectives on NCTE-developed programs like D.Ed, B.Ed, M.Ed, and MA(Edu).The research sought feedback from teacher trainees using the questionnaire based on five key criteria namely Alignment with Prevailing Educational Trends, the Equilibrium between Theory and Practice, Professional Development, Practical Teaching Experience, and Global Recognition. The authors interviewed the Principals of five Teacher Education Institutions with a minimum 27 years of work experience in teacher education in order to determine these five criteria. The questionnaire was developed in both English and Marathi since Marathi is the main medium of instruction at teacher education institutions, where 60% of the respondents are from, and therefore Marathi is their preferred language for expressing comments about the curriculum. Data collection was conducted via Google Forms distributed to trainees from 52 teacher education colleges in Maharashtra, yielding 573 responses. The data underwent rigorous preprocessing, with text analytics methods subsequently employed to assess and conduct sentiment analysis of the student feedback. The study used unsupervised machine techniques and Natural Language Processing (NLP) to process data and analyze student feedback. The results showed positive sentiment analysis, indicating the teacher education curriculum aligns with students’ expectations. However, a low percentage of negative feedback suggests improvement is needed to improve student satisfaction ratings.