This study aimed to analyze the comprehensiveness of learning objectives formulated in the newly developed primary school teacher education courses in Ethiopia. Data were collected using documents of 124 course syllabi and questionnaire from 23 teacher educators, and interview with a curriculum consultant. Findings revealed that the three learning outcomes were not given equal attention by course developers. The cognitive domain was overemphasized, whereas psychomotor and affective were found to be de-emphasized in the 10 fields of study, Pedagogical Content Knowledge, Content Knowledge, general education, bridging, practicum and common courses and six departments. Moreover, the learning outcomes formulated in Civic and Ethical education, Art, Music and Health and Physical Education courses did not meet expectations. Results also revealed that only 22% of the courses were found to be comprehensive in their learning objectives. Implications suggest that course and program developers were not critically concerned about the issue of learning outcome comprehensiveness for different reasons such as lack of knowledge, experience, professional concern, commitment and shortage of time on the part of course designers and absence of close professional supervision and less attention given for issue on the part of the Ministry of Education.