Several educational programmes aimed at actualizing what the Nigerian society considers as desirable learning progress have been introduced. Such programmes like the Primary Education Studies of Nigerian Certificate in Education have clear cut objectives outlined for its overall success. This demands that the level of attainment of these objectives should be evaluated periodically to ascertain progress. Carrying out an evaluation produces useful information that will enable stakeholder to be assured of the quality of different programmes. There are both internal and external sources for evaluating the quality of a programme. Students are categorized as one of the vital internal quality assurance mechanisms. Thus this study looked at students’ evaluation of Primary Teacher Education Programme in Anambra State, east of Nigeria as a means of assuring programme quality. The sample of the study consisted of 350 year two and year three students drawn from Primary Education Department of the two Colleges of Education in the State. The input, process and output (IPO) evaluation model was used for this study which was guided by three research questions. Data for the study was collected through scrutiny/observation of records/programme documents as well as student’s assessment questionnaire. The findings revealed among other things that the students’ were of the opinion that classroom space was inadequate for learning; the classrooms were inadequately furnished and did not aid effective interactions. They were also of the opinion that lectures were interesting and there was lecturer/student interaction. However activity-based methods and practical activities were not adequately utilized. The implications of these findings to quality assurance of Primary Teacher Education programmes was discussed.