In view of the growing concern for adoption of innovative pedagogy by technical teachers, this paper focused on needs analysis of technical college teachers for effective integration of innovative teaching practices at secondary level of Vocational Education and Training (VET) in Enugu State, Nigeria. The study explored college teachers and students views to ascertain how technical education is taught as well the teachers’ skill needs for integrating innovative pedagogy in the teaching and learning process. The study adopted a mixed method research design. Specifically, the needs analysis adopted the following steps: a survey of VET teachers using needs assessment questionnaire, VET teachers’ interview guide, college students’ interview guide and lesson observations. Measurement tool was implemented by having VET teachers and students respond to these instruments. The data collected were analysed using mean, frequency, percentages and charts. Findings of the study revealed that VET teachers are predominantly using discussion, demonstration, textbook reading and field trips as against innovative teaching practices like industry-based learning, couching, simulation, blended and flipped learning that promote learner-centeredness. Findings of the study attributed among others over dependency on the use of traditional teaching to inadequate ICT skills and poor knowledge of new and emerging vocational pedagogies.