In this chapter, we investigate the role of Initial Teacher Education (ITE) in shaping the quality of teaching and learning within South African primary education. We delineate the motivations, challenges, and systemic influences that impact teacher preparation, with a specific focus on the Minimum Requirements for Teacher Education Qualifications (MRTEQ) framework. We further discuss the impact of the COVID-19 pandemic on pre-service teacher training in South African education, underscoring the need to integrate theoretical knowledge with practical application. We argue that the current disjunction between teacher education institutions, schools, and communities in South Africa works against the adequate preparation of teachers for real-world contexts. Given this disjunction, we advocate for a collaborative and reflective approach to curriculum design. The chapter underscores the transformative potential of ITE in training teachers, not simply skilled in pedagogy, but also as agents of social change, committed to addressing issues of equity and inclusivity within historically disadvantaged schools. We call for innovative reforms in ITE to help equip teachers to navigate intricate educational contexts and for the teacher training institutions and trained teachers to contribute to achieving Sustainable Development Goal 4 on quality education.