This article explored teacher-trainees’ opinions about the issues of lesson planning and lesson supervision in Off-Campus Teaching Practice (OFCTP). The study was a descriptive survey that employed the mixed methods approach and collected data through document analysis and the use of a questionnaire. Through quota sampling technique, a sample size of 285 was selected from 449 University of Cape Coast (UCC) Level-400 teacher-trainees who engaged in the 2013 OFCTP in Zone 1A . The study showed that teacher-trainees were most confident of their ability to prepare most of the aspects of the lesson plan except in some few but very essential areas. Among the misgivings that teacher-trainees had about OFCTP lesson assessment and supervision were the contradictory suggestions from supervisors and the subjectivity associated with lesson assessment and the grades awarded. It was concluded that though trainees had high confidence in lesson planning, the multiple contradictions among other things, did not allow them to demonstrate their personal high-rated confidence in lesson plan preparation; trainees had mixed feelings about the worth of supervisors’ directives on lesson planning. In view of these, methods lecturers are encouraged to hammer the essential areas of lesson planning that teacher-trainees were found to have low confidence and ability. The Centre for Teacher Professional Development (CTPD) in the University should engage only dedicated supervisors in the OFCTP supervision. Supervisors should be entreated to adhere to the guidelines meant to streamline the OFCTP lesson assessment and supervision as proposed by the CTPD prior to every OFCTP supervision. All University Colleges running various education programmes affiliated to UCC are also encouraged to take the findings and recommendations into consideration.

Key words: OFCTP, teacher-trainee, internal/external supervisors, Form B.