This study examined Zambian preservice chemistry teachers' views on the goals of chemistry education, the importance of the goals, and challenges for achieving them in schools. The study sample was comprised of 59 pre-service chemistry teachers at the University of Zambia. Data were collected using a modified Likert-scale questionnaire that was initially developed by Gayon (2010). In general, teachers were positive about the goals of chemistry education in schools. However, the pre-service chemistry teachers did not rank the five goals of chemistry education equally. Instead, the pre-service chemistry teachers ranked the goals of chemistry education in the following descending order: Career awareness, Scientific method, Personal needs, Scientific knowledge, and Societal issues. A similar trend was revealed in the participants' ranking of the important goals of chemistry education in the following order of importance: Career awareness, Scientific methods, Scientific knowledge, Personal needs, and Societal issues. Teachers perceived lack of resources, and teacher preparation and development as the primary challenges for achieving the goals of chemistry education in schools. These findings have implications on chemistry teaching and learning, and teacher education.