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For the past decade, teachers worldwide have been inclined towards using open educational resources (OER) in the teaching and learning process. There has been debate among teachers regarding its terminology, advantages, and limitations. OER refers to technology-enabled, openly provided educational resources that users can access and adapt for non-commercial purposes. It's important to note that OER differs from open learning, resource-based learning, or open publishing. OER makes use of new technology, allowing the incorporation of various media. According to Butcher (2011, p.6), OER specifically refers to materials for teaching and learning that can be used for pedagogic purposes, including scholarly articles and content. "Teaching, learning, and research materials in any medium, digital or otherwise, that resides in the public domain or has been released under an open license that permits no-cost access, use, adaptation, and redistribution by others with no or limited restrictions" is how the Paris OER Declaration (UNESCO, 2012) defines open educational resources. It refers to undergraduate (UG), postgraduate (PG), and up-to-research and post-doctoral programs in higher education. ICT is significant, the digitalized world is shaping the traditional world under the general heading of globalization. It is possible to obtain knowledge at no cost. Thanks to Open Educational Resources (OER)in this initiation. UNESCO's Paris 2019, one of the recommendations is building the capacity of stakeholders to create, access, re-use, adapt, and redistribute Open Educational Resources. In the pursuant of its Member States including India, it has to be nurtured through the teacher education institutions for teacher educators. It is one of the essential key factors for enriching themselves with current updates. Moreover, it is provided to materials with Copyright sometimes & Open licensing as depending on its Creative Commons (CC) to empower the continuous capacity building of stakeholders to their in-service & pre-service. For the best utilisation & adaptation of OER stakeholders must be aware and have an attitude about this. This is the key factor of OER's best utilisation from everywhere & anywhere with low cost or no cost. This paper focuses on studying the utilisation of OERs by the teacher educators of secondary educational institutions (B.Ed. Colleges) located at the urban level under the Kuvempu University & Davangere University jurisdictions of Karnataka state. The sample consisted of 23 teacher educators at the urban level, and the survey method was used to collect the data. It was found that the level of utilisation towards open educational resources is found to be significantly moderate among secondary education teacher educators' awareness, attitude & utilisation in most streams.