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Globalization has completely changed the face of the world and it also has great impact on education. Teacher education is the base of all educational disciplines as it provides education to prepare the future teachers. Like all other professions, globalization has direct impact on teacher education. Therefore there is inclusive paradigm change in teacher education. The main purpose of this was to explore the role of Globalization and NCTE in bringing paradigm change in teacher education. Globalization has brought various changes in education. The global requirements identified for education include promoting life-long education, re-emphasizing the quality of learners experience, reorganizing subjects into key learning areas so as to develop a broad knowledge-base among pupils as well as the ability of thinking in a critical way and innovate and promotion of global awareness and outlook, and rising levels of professionalism among teachers. The NCTE is making every effort to improve the quality of teacher training in the country. The quality of teacher education not only depends on competently sound and related curriculum, but also on the way the curriculum is put into practice in teacher education institutions. This, in turn, depends on the proficiency of the faculty and its quality and the infrastructural and instructional facilities provided in the Institutions. Here, an attempt has been made by the researcher to make a systematic investigation into the steps taken by the NCTE to prepare professional teachers and their effectiveness towards a paradigm change in teacher education. Various steps have been taken by the NCTE for paradigm changes in teacher education. These changes include, increase in duration of teacher education programmes, standard curriculum, stability in theory and practice, shift from teacher to student, quality assurance and change in evaluation procedures.