Many countries in Sub-Saharan Africa have used non-traditional teacher education programs to address the perpetual problem of inadequate provision of trained teachers. Using the bioecological systems theory, the present study examined untrained teacher trainees' perceptions about the prospects and challenges of upgrading untrained teachers in Ghana. Participants included 248 untrained teachers (39.4% males, 60.6% females) enrolled in the Untrained Teachers Diploma in Basic Education (UTDBE) program at two colleges of education in the Northern Region of Ghana. A 5-point Likert questionnaire consisting of nine predictors served as the main data source. The predictors were: attitude, program cost, admission requirements, autonomy support, self-efficacy, social support, childcare, curriculum and instruction, and political interference. The questionnaire also elicited the following demographic information: teaching experience, year in program, grade level taught, level of education attained, age, trainees' sex, and marital status. The response variable was the extent to which the UTDBE was achieving its goals. The questionnaire had a Cronbach's alpha of 0.728. The lasso-penalized logistic regression model was used to determine important predictors of the response variable. Overall, 90.72% of the trainees indicated the program was achieving its goals to some degree. The optimal predictive model identified four (4) important predictors: self-efficacy, social support, attitude, and autonomy support in descending order of importance in terms of the extent to which the program was achieving its goals. In conclusion, individual factors, trainees' direct environment, and autonomy-supportive teacher education classrooms influenced untrained teacher trainees' perceptions of the extent to which their teacher education program was achieving its goals.