Competent Technical and Vocational Education Teachers are critical in the training of a skilled workforce that is globally competitive and can effectively contribute to sustainable economic growth and development. For technical teachers to be globally competitive, their training has to be based on a comprehensive training philosophy. This paper explores the current technical teacher training philosophy in Uganda and its implication to the quality of technical teachers. Data was collected from technical teachers, instructors (24) and administrators (12) from 6 Technical teacher training institutions in Uganda. A total of 36 respondents participated in the study and were selected using purposive and convenience sampling. A structured interview guide was used. Findings show technical teacher and instructor training in Uganda still lacks a specific training philosophy. Policy, curricula, and practices do not clearly show the type of trainee needed and how to produce that person. Training activities still remain in their infancy and relatively little has been done to develop a modern, effective and specific training philosophy based on relevant learning theories. The mode of training does not promote specific values and beliefs among trainees. Learning theories that are known to promote relevant values have had little application because are not perceived as very relevant to technical teacher education. Adopting relevant values from cognitivism and behaviorism can ensure the development of the needed values among trainees. We need a training philosophy that will produce active participants who can explore, manipulate, experiment, question, and search for answers by themselves. The MOES and NCDC should develop a pedagogical philosophy for technical teacher and instructor training in Uganda that will create a sphere which stimulates curiosity for exploration and change in actions through an explorative process.