The objective of this chapter is to make a systematic review of trends, well-being, and development of Technical and Vocational Education and Training (TVET) teacher education in Ethiopia through theoretical lenses of reviewing gaps and emerging trends. The study makes literature that has been utilized to make a critical analysis of history, recent pedagogical practices and quality assurance, challenges, and prospects of TVET teacher education. To address these challenges and policy debates, the research approach was qualitative in the form of desk review and systematic analysis complemented with secondary sources including documents and previous studies on the training of vocational teachers. The approach and materials consulted are chosen depending on policy relevance and appropriateness to the context. The findings revealed that the crucial challenges regarding TVET, in general, and teacher training, in particular, revolve more on the implementation side instead of policy issues. Although TVET teacher education in Ethiopia exhibits positive development and encouraging trends with a favorable policy environment, gaps were observed in the direction of vocational pedagogy, employability skills, perception problems, living condition, work culture, and work-based learning. In this respect, the factors that affect the implementation of effectiveness and efficiency of the TVET system include lack of awareness among trainees, inadequate involvement of stakeholders, capacity gaps of experts and trainers (including the adoption and transfer of technology), presence of unmotivated teachers, and limited labor market information. Hence, capacity development is required in awareness creation, incentive schemes, coordination, occupational standards, trainer capacity, partnering capacity (with private sector and donors), research, and technology.