Attaining the objectives of Public Primary Education in Nigeria is hinged on the capacity of teacher to effectively relate theory to practical life in the field of work. Teacher training institutes (Colleges) whose responsibility it is to produce trained teachers for Primary Education must ensure that the curriculum content is updated and enriched in such a way as can support the teacher in the field of work. Available statistics show that teachers are in short-supply in Public Primary Schools in the Nigeria. Although studies have shown that the existing Colleges of Education are producing enough NCE graduate teachers, the problem seem to be in the area of teacher recruitment/replacement. Altogether, seven research questions and seven hypotheses were formulated for the study. Based on the analysis of data, six of these hypotheses were rejected because their r-value were higher than r-critical value. Similarly, one of the hypotheses was upheld because its r-value was lower than the r- critical value. The summary of the work has been that to enhance competence in teacher production, the enforcement of NCE as a minimum teaching qualification in Primary Schools must be enforced to the letter, as Grade II teachers are still found today. The study concluded that the pre-service curriculum of teacher training institutions needs to be restructured to reflect new demands often made of the teacher. It also recommended that teacher production should be appropriate both in quality and quantity for the basic education scheme. The teachers that are produced from the C.O.Es should be able to teach at both the primary and junior secondary levels. It was also recommended that whenever the need arose for government to increase pupil access/enrolment to school as was done in 1976 and 1999, commensurate provision should be made for increase in teacher production/recruitment in order to bridge the pupils- teacher ratio.