Teacher education provides a framework of ideas to enhance professionalism in foreign language teaching. It is concerned with exploring good practices in teaching, which have already been tried and tested in many educational contexts. Similarly, teacher education provides the language teachers with insights into the nature of language teaching. With the explosion in language teaching, there has been an increased demand for language teachers, and the consequent need to train these teachers. With this reference, this paper focuses on the review of the existing situation of teacher education with the relevant considerations of epistemological as well as the paradigm shift of teacher education from global to local perspectives in Nepal. The present paper is based on content analysis where the literature from the different contexts such as the context of developed countries, developing countries, and the local contexts was reviewed under the qualitative research approach following the focus group discussion. With the reference to existing literature and views of headteachers and teachers through focus group discussion, the paper discusses several perspectives of reframing the English Language teacher education program. Mainly, policy-related, pedagogical, technological, and research-based challenges and their mitigating aspects have been illustrated in the paper through focus group discussion and review of the relevant works of literature. Therefore, the paper attempts to explore the prospects and the challenges as the foundational components to reframe teacher education in the context of Nepal.