Pre-service teacher education programme plays an important role for quality improvement of school education. This piece of work analyses the problems and prospects in present curriculum structure, infrastructural facilities, teacher composition, classroom transaction and evaluation strategies available in different pre-service elementary level teacher education institutions in Odisha. Adopting a descriptive survey research, 13 pre-service elementary level teacher education institutions were selected purposively as sample and data collected from student-teachers, teacher-educators and Principals. The findings of the study revealed that, the curriculum prescribed for pre-service elementary level teacher education programme in Odisha is relevant but needs to incorporate some modern and emerging concepts. Internship or practical classes are to be given much more importance at par with theory. The infrastructural facilities available in the institution are not appropriate and adequate. Teacher-educators posted in the institution are well qualified, but they need some refresher and orientation courses for their professional development with reference to the use of modern technologies and pedagogy. Discussion method, activity based learning, assignment method, project methods, etc. were used for classroom transaction. Teacher educators of these institutions are well qualified, and the enrolled pupil teachers are of good standard. Regarding assessment both student teachers and teacher educators agree that present evaluation system is not adequate as it does not focus equally on theory and practical. Based upon the findings the paper presents educational implications.