This is a comparative study of the indigenization of teacher education art and design curricular in Botswana and Zimbabwe. The study methodology involved a critical review of various policies, art curricular, operational documents and focus group discussions with art and design lecturers in associate teachers' colleges. Results revealed a general gravitation toward African narratives as evidenced in the curricular documents, instructional strategies and examinations. There was, however, a predominance of Western art in the curricular for both countries. The study proposes establishing deliberate equilibrium between Western and African art as well as implementing an eclectic didactical and pedagogical approach which will expose the student to local, regional and the expansive world art.