Dissertation (MA Education)This study assessed the influence of the professional beliefs of the college leaders on the quality of the grade IIIA teacher trainees. It focused on how the college leader's beliefs manipulate the adequacy and efficiency of the teaching context, processes and resources for quality teacher trainees' products. It was guided by Stuffle beam (2003) CIPP model of evaluation; and employed descriptive research design, mainly on qualitative approach. It was conducted in two grade IIIA teacher's colleges with a total sample of 120 respondents. Questionnaires, interviews, observation and documentary review were employed to collect data. It was found that college leader's professional beliefs affect the quality of the teacher produced in different ways. There were leaders whose beliefs influenced high quality teacher trainees while others beliefs led to poor quality teacher trainees' products. This was due to the values posed by leaders on the college teaching context, processes and resources. Based on these findings, college leaders are advised to embrace their professional beliefs with the teaching values so as to develop a sense of trust and be good models. It also recommends the Ministry of Education and Vocational Training to be very careful while appointing educational leaders and make a close follow up on their performance in posts they are serving. Where necessary it is advised to provide instructions or withdraw the positions from those who function below standards. In addition, it is suggested to conduct further studies in more other teacher's colleges in Tanzania to test if there is consistency of the findings for generalization.