This article examines the state of pre-service teacher training in Timor-Leste, focusing on its adequacy to meet the demands of secondary education. Drawing on data from the Ministry of Higher Education, Science, and Culture (MHESC) and insights from higher education institutions, the study evaluates the alignment of teacher preparation programs with secondary school curricula, identifying critical gaps. While subjects such as Portuguese, English, Mathematics, and Biology are reasonably supported by existing training programs, others - including Tetum, Citizenship and Social Development, Physical Education, Geology, History, Geography, and Indonesian Language - face either significant shortages or complete absence of pre-service teacher training.

The findings reveal that the proportion of secondary school teachers with higher education degrees has improved significantly, rising from 44% in 2011 to 81% in 2022, although much of this increase is attributed to graduates without specific teacher training. Thus, many teachers face significant challenges, as they lack either pedagogical skills or scientific expertise directly related to the subjects they teach. Bridging this gap is crucial to ensuring that teachers are not only academically qualified but also well-prepared to deliver high-quality education aligned with curricular needs.

The study highlights the total absence of graduates from Timorese higher education institutions that provide teacher training programs for History, Geography, and Indonesian Language, resulting in a severe mismatch between the curriculum's requirements and the availability of qualified teachers. Similarly, the limited availability of Physical Education teacher training, offered by only one institution, compounds disparities in subject coverage and access to quality education across disciplines.

The article concludes by emphasizing the urgent need for systemic restructurings. These include expanding and diversifying pre-service teacher training programs and integrating postgraduate qualifications for current teachers who lack pedagogical training or hold degrees in fields unrelated to the subjects they teach. Such initiatives would equip educators with both the subject-specific expertise and teaching competencies required to meet the diverse needs of secondary education.

By addressing these challenges, Timor-Leste can establish a more equitable and effective teacher education system. The study calls for strategic investments and policy reforms to ensure the development of a robust, responsive, and inclusive system capable of meeting the evolving demands of secondary education in the country.

Keywords: Pre-service teacher training, Secondary education, Timor-Leste, Educational gaps.