The teacher trainers at different elementary colleges and executives at the Bureau of Curriculum in interior Sindh were used for capacity appraisal of teacher development programs and efficiency of such Programs was observed. A close-ended questionnaire was developed and administered to 100 teacher trainers; but finally 74 questionnaires found complete in all respects and this was considered as the sample size. Simple percentage was calculated on the basis of number of respondents perceiving as “agree”, “agree to some extent”, “undecided”, “disagree to some extent” and “disagree” on different related statements. The data reveal that only half of the population perceived satisfaction over applicability of teacher development programs and remaining half suggested vital improvement. Teachers nominated for training possessed poor academic background and program content is conventional, lacking in content knowledge and competence could not attract/motivate the teachers for effective learning and adoption. The trained teachers could not explain the concept of the content, could not even give proper examples on content during discussion, not able to associate the content concept with experiences of daily life and their capabilities are in question. The situation is crucial; the training is not effective, apart from all efforts, and mostly teachers are not conceptually clear on the program content. A sizeable proportion of respondents disagreed on statements describing teacher quality such as: friendly atmosphere in classroom, they are positive, constructive and cooperative, punctual in taking classes, deal the students like counterparts and involve them in teaching and learning, use psychological approaches to catch students' motivation of learning and supportive to students in class as well as when he is out of class.