The teacher education programme in India seems to be on a crossroad since last couple of years. It is undergoing various sorts of experimentations in the name of innovation and enrichment and still nobody is sure what exactly is going to be the fate of teacher education system in our country. The duration of erstwhile first teacher education degree and that of the master’s programme have been doubled. However, the content enrichment for the extended teacher education programme seems not to have reached up to the mark. The school contact programme and school internship programme are still in a pre-mature phase of development. And, there are other practical problems associated with these issues, which are still to be resolved. Amidst all this, the present paper describes the nuances of an innovative teacher development programme, which was initiated by an NGO named ‘Eklavya’ in the state of Madhya Pradesh in early eighties. The teacher development programme was the part of one of the flagship programmes of ‘Eklavy’, i.e. the Primary Education Programme (PRASHIKA) and was implemented in the government schools of Madhya Pradesh, India. Though the paper presents a part of the outcomes of the study conducted on in-service teacher training programme, still the paper contends that the nuances of the programme can have great bearings on the pre-service teacher education programmes as well.