Ethiopia is a developing country that has invested extensively in expanding its educational opportunities. In this expansion, there has been a drastic restructuring of its system of preparing teachers and teacher educators. Often, improving teacher quality is dependent on professional development that diversifies pedagogy (active learning). This research contributes to understanding the implementation process of the in-service teacher certification component, active learning, in a developing context. My research question is: How have teacher educators implemented and adapted active learning at Teacher Educational Institutions (TEI) in Ethiopia? This is a study on Kotebe College of Teacher Education (KCTE). Active learning is a commonly transferred donor-driven pedagogical method in international educational development. The emphasis is on practitioners in the classroom and examining the challenges of implementing active learning in a developing country. Highlighting teacher educators' views on active learning and scrutinizing their adaptation of new strategies may provide a model for future teachers. Challenges such as student-teachers' receptiveness and viewpoints on active learning were investigated to understand their role in the teaching-learning process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]