This article reports on a critical meta-analysis of empirical studies done by human sciences researchers on the initial multicultural teacher education (IMTE) models in multicultural post-colonial transitional societies with reference to sub-Saharan African states in general and South Africa in particular. Using a critical post-positivist qualitative meta-synthesis methodology lens, I analysed five peer reviewed contemporary articles that investigated challenges of teacher provisioning particularly in South Africa and sub-Saharan Africa, for the period between 2000 and 2011. The library was requested to use the most reliable search engines to select appropriate articles underpinned by the inclusion and exclusion criteria process that revolved around the topic under investigation, methodology, sampling methods, trustworthiness, and analysis strategies among others. Findings postulate that the most appropriate open and distance learning (ODL) IMTE model involves the re-modelling of the apprenticeship/learnership approach by incorporating the use of blended affordances in the training of teachers so that they could be adequately qualified to teach in multicultural transitional societies.