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Education has been acknowledged as the most important factor in sustainable national development. Also, teacher education is a principal factor in the education endeavour. Thus, the importance of quality in teacher education is well recognized in Nigeria as in all education communities all over the world. The Nigerian national Policy on Education affirms that no education system can rise above the quality of its teachers (Federal Republic of Nigeria, 2004). With the coming into existence of Information and Communication Technology (ICT), there is a paradigm shift in the process of teaching and learning. The focus of this paper is therefore to examine the place of ICT in teacher preparation and climate change curriculum at the tertiary education level in Nigeria. There is the need for the quality of classroom instruction to be improved through the integration of ICT into all Teacher Education Programmes in Nigeria. The implication here is that all those involved in the business of training teachers in tertiary institutions should be sufficiently knowledgeable in ICT and how to use it in the teaching-learning process.

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