Teacher education in Oman went through different transformations due to political, social, and economic reforms. The current situation suggests ambitious national aspirations and strategic plans to equip Omani teacher candidates with the knowledge, skills, and dispositions that are aligned with national and international standards. Therefore, teacher education programs adopted different pedagogical innovations and practices in the country. Some of these changes and practices responded to the labor market needs and challenges, while others came from the quest for quality and research outcomes. This chapter describes the historical and contextual background of teacher education in Oman. Using a retrospective approach, the chapter reflects on the earlier and current practices of teacher education, questions the quality of their outcomes, describes major challenges, and identifies intended future aspirations. In doing so, we highlight some issues pertinent to teacher education programs, including government regulations, program design, curriculum, pedagogical practices and innovations, field experiences, and partnership between academic providers and school authorities. The chapter also sheds light on program quality assurance measures, national and international accreditation, teacher quality, and recruitment of prospective teachers.