This article aims to explore teacher educators’ perceptions on EFL pre-service programme in Nepal. In order to achieve the objective, the descriptive qualitative research design was used. Four teacher educators who were teaching English at two different (one constituent and one affiliated) campuses of Rupandehi were purposively selected as the research participants. The semi-structured interview and open- ended questions were used in order to draw out the information from them. The study revealed that almost all the teacher educators involved in the study are found to have positive perception on EFL pre-service programme as it provides content-based and methodological knowledge and professional skills to the pre-service teachers to prepare them for a job. In addition, the study explores that teachers focused more on theoretical work and rote learning rather practical work.