This chapter is focused on an analysis of the history, structure, delivery, challenges, and directions of technology teacher education in Russia. Challenges are considered within the context of the current government program for modernisation of the Russian educational system. Several trends of a political nature are identified and analysed in the chapter such as the continuation of a very centralized approach to the training of technology education teachers through regulation by the Standards developed at the federal level, with the possibility of up to 5% variation from the standard specifications; and the introduction of Bachelors and Masters Degrees within the traditional 5-year training system to meet the unification requirements of the European Union processes. At the programs level, the broadness of the nature of training which is aimed at the development of a well-educated, all-rounded person, to enable graduates to work in any areas, not just as technology teachers, continues. The reorientation of the program towards inclusion of more humanities studies and a decrease in the amount and depth of highly theoretical engineering courses; inclusion of more workshop courses (as programs remain very theoretical) and challenging the paradigm that theory should always precede practice, were identified through the students' survey. One of the major future directions for technology teacher training programs identified in the chapter is the development, consistent with the ideology of modernization, of an orientation towards problem-based learning. This constitutes a definite shift towards more student-oriented learning. A movement from directed technical education towards a design-based education is seen as the way for further program development. This initiative is due to the introduction of design-based approaches at the secondary level.