This study evaluated the training of pre-service teachers in the various tertiary institutions in Ghana to find out whether professionally trained teachers are given adequate training in assessment. The methodology employed for this study was a qualitative case study. The study focused on two universities and the colleges of education in Ghana. Unstructured interviews were also conducted using an interview guide. The purposive sampling procedure was used to sample three teaching practice supervisors who are college professors, five preservice teachers, and two teaching practice coordinators. A total of ten respondents were interviewed. Through purposive sampling technique, five different sets of documents were sampled and critically analysed. Qualitative content analysis revealed that the training of pre-service teachers in tertiary institutions in Ghana placed less emphasis on how to assess students. The major emphasis of the training of pre-service teachers was on lesson planning, delivery, and demonstration of pedagogical skills with the aim of imparting knowledge. Based on the findings, it was commended that the management of educational institutions should factor the educational assessment a core element in the training of pre-service teachers.