This study was undertaken to selectively investigate pre-service primary teacher education in one of the Pacific island countries, and in particular to explore whether it provides an adequate and enriching professional preparation to beginning teachers with a view to satisfying the demands of work in the field. In doing so, the issue was examined in detail in a teacher education institution located in Fiji, namely, Lautoka Teachers College (LTC). An integration of qualitative and quantitative approaches was employed to explore if beginning teachers from the College are provided with appropriate professional preparation as future teachers. Using LTC as a case study, basic data gathering methods utilized questionnaire surveys, interviews and documentary analyses. Survey-based data were gathered from the beginning teachers to find out their perceptions of the pre-service program that they had completed. Data were also gathered from their Head Teachers to ascertain views on the beginning teachers' professional preparation for the demands of work in their schools. In addition, an interview-based approach explored the perceptions of not only the College staff but also the Ministry of Education officials with regard to the preparation of teachers in meeting the demands of work and responsibilities in the field. Documentary-based research was also used to explore matters associated with teacher preparation at LTC and to integrate the findings with the data obtained in the surveys and interviews. The study indicated that the beginning teachers were not adequately prepared for the demands of work and responsibilities expected of them as perceived by the profession and other stakeholders. A number of factors were found to be contributing to the perceived inadequacy of the professional preparation of beginning teachers. Lack of physical facilities and quality of educational resources together with an outdated curriculum contributed to this situation. At the same time, lack of support from the principal stakeholder in terms of staff professional development and funding was also cited as impacting upon the quality of pre-service teacher education provided to the beginning teachers. An important emergent issue emanating from the study relates to colonial influence on Fiji's education in general, and teacher education at LTC in particular. Some of the problems LTC grappled with were attributable to certain features of the formalised educational system introduced during the colonial era. These aspects, such as the inheritance of the system of educational administration and centralised control, constrained the College in attempting to fulfil its professional role in an appropriate and responsive manner. The administrative system and related context, delivery and assessment elements established in education during the colonial period have been retained and not attuned to contemporary Fiji needs despite the changing times. In overview terms, the presence of these aspects appeared to have impacted negatively on College's effective conduct of its professional role and responsibilities. Further, this study provides specific insights into the pre-service primary teacher education in Fiji, in particular the importance of having relevant policies and programs to ensure the provision of an adequate and enriching professional preparation for teachers to meet the range of work commitments in the field. The study concluded that a number of factors influence the professional preparation of future teachers and these need to be considered with a view to ensuring that teachers are able to meet the demands of their profession. Based on these findings, the study recommends ways and means to improve the pre-service primary teacher education at LTC, which in turn could be expected to enhance the professional preparation of teachers and their competence within the context of teaching in Fiji primary schools. Additionally, some possible areas for future research have been suggested.