This paper reviewed policy provisions for "pre-service" and "in-service" teacher training programmes and facilities in Nigeria. It also presented reviews on legislations, agencies involved in teacher affairs management in Nigeria, using the historical and case study approach. Data on teaching qualifications of University of Lagos (UNILAG) lecturers were extracted from the Handbook of School of Postgraduate Studies for 1983-1984, 1991-1995, 2007-2008, and 2009-2010 academic sessions. The paper found that some problems still existed despite efforts to improve the lot of the teaching profession namely: (i) qualified and interested Nigeria Certificate in Education (NCE) "direct entry" applicants in education are being short-changed yearly for reasons of limited spaces and carrying capacity as experienced in UNILAG; (ii) acute access problem into the regular "direct entry" bachelors programme led to disappointment of much younger, unemployed and inexperienced Unified Tertiary Matriculation Examination (UTME) candidates opting for "sandwich programme" in education; (iii) the bachelors' programme continued to be oversubscribed, leading to shortage of classrooms and lodging, poor quality of reading materials and stressful examination sessions; and (iv) the danger of "teaching" without teachers in Nigerian universities is obvious and ominous. In UNILAG, for instance, only in the faculty of education was found an appreciable number (77% and 68%) of teaching staff possessing requisite teaching certificates in 2008 and 2010 respectively. The study recommended that resources for teacher training must be provided urgently and facilities be provided accordingly. Also, any teacher at any level of education in Nigeria must be professionally qualified to be accountable and productive in the spirit and letter of Nigeria's Vision to be one of the greatest 20 economies in year 2020. [For complete volume, see ED567040.]