This chapter describes the rationale of making some comparison between Chinese and German perspectives of quality in teacher education. In Germany states, there are their own school curriculum and teacher education curriculum content- and standard-based frameworks as Lehrplane with the underpinnings of Didaktik and Bildung theories. In Mainland China, the school and teacher education curricula tend to be relatively more centralized. While two countries have diverse socio-historical contexts, they seem to adopt similarly a humanistic approach to education. This book discusses quality related issues in teacher education regarding the areas of STEM education, ICT and e-learning, university-school partnership, technical and vocational education and teaching Chinese/German as a second language.