This study explored primary teacher's philosophical orientation towards teaching, here defined as a teacher's set of interrelated beliefs that they develop and utilize when teaching. Teachers are expected to conflate epistemological beliefs, instructional training and societal expectations of effective instruction to construct a single perceptual identity and cause learning, but since 2009-2019 pupils in Eastern region of Uganda have persistently continued to perform poorly in Primary Leaving examination hence a need to examine the epistemological and ontological position of teachers. To accomplish this task, a qualitative research approach was used; interview and non-participant observation were the data collection instruments. A key finding of this work was that teachers do not practice the methods of teaching they learnt during their teacher education programs. The study suggests infusion of Karl Popper's Falsification principle, Michael Gibbons Mode 2 Knowledge Production and Epistemological codes in teacher education programs. The nature of subjects, learning and teaching must also be well aligned mutually to form a good base for teaching.