This research evaluates the English Language teacher education programme in two Colleges of Education, institutions that award the National Certificate in Education (NCE) which is the minimum teaching qualification in Nigeria. The research is centred on the objectives of the English Language teacher education programme at the NCE level. It seeks not only to identify the programme objectives but to also examine how the said objectives are interpreted by the lecturers through their classroom practices and the extent to which the objectives reflect the teaching needs of the student teachers in the programme. To understand and explore the topic from diverse perspectives, the case study and naturalistic inquiry are employed as the main research methods in the study. The research participants - five lecturers and six student teachers - are drawn from the two Colleges of Education involved in the study. Document examination, semi-structured interview and observation are utilised as data collection instruments in the research. An examination of relevant documents not only shows the original intent of the programme but also gives an indication of how the programme is implemented by the regulatory body (National Commission for Colleges of Education) and the management of the institutions. To identify their teaching needs, the student teachers are observed in their respective placement schools and then interviewed. The same process is used for the lecturers to examine their translations of the programme objectives in the classrooms of the two Colleges of Education involved in the study. Thematic analysis is used to analyse the data gathered. A major finding of this research is the 2-in-1 evaluation model. The model, which has practice as its focus, is proposed for the evaluation of pre-service English Language teacher education programmes in second language contexts. The 2-in-1 evaluation model is an objective based model which also analyses the needs of the programme users simultaneously with the evaluation process. The model obliterates the need for a separate needs analysis as this is done during the evaluation process itself. Practice is used as a lens which allows the model to examine how the different aspects of the programme function. The development of the 2-in-1 evaluation model is based on the methodology and research findings of this study. A number of themes are generated from the analysed data. These have revealed some equally striking findings which include “institutional autonomy”, discrepancies in the concurrent development of “learner autonomy and teacher autonomy” and “the middleman issue”. The research through its findings, therefore, makes significant contributions to theory, policy and practice.