What kinds of programmes or curricula are appropriate for teacher education in a country like Tanzania? This study deals with teacher educators' views on the question. How do they experience the situation brought by a new curriculum? Does it stimulate educators to innovations, solutions and practical actions? The ambition behind the curriculum chande is oriented towards increasing the standard of teachers' qualification, hence strengthening the professionalisation of teachers. The findings reveal that teacher educators seem to see more obstacles than new solutions, more limiting factors than autonomous space for action. Furthermore, the study indicates that teacher educators have varied perceptions of what constitutes a suitable curriculum approach for educating future teachers. The study provides a foundation for a deeper understanding of the problems of changing teacher education programmes and it also contributes to new ways of conducting reforms taking into account the real conditions amond educators in teacher education institutions.