This study gives a brief history of Muslim teachers in the past and present, highlights the goals in Islamic Teacher Education in juxtaposition with teacher educational goals in the National Policy on Education in Nigeria. It also examines the input factors affecting Islamic Teacher Education programmes in Nigeria universities by discussing its apparent defects through a consideration of a number of quality-related input measures. Specifically, the input variables which constitute the essential components of Islamic Teacher Education as established in the study include, among others, admission criteria, course-work, student teaching, voluntary service, organisational climate and evaluation of student teachers. All these are critically discussed in the study. Finally, suggestions and recommendations are made on how to remove the impediments for effective realization of the laudable goals of the Islamic Teacher Education programme in Nigeria.