Quality education depends on professionally competent teachers. The purpose of this study is to investigate pre-service teachers (PSTs) perceptions on the Initial Primary Teacher Education (IPTE) curriculum’s adequacy in developing their professional competence. 203 PSTs from seven teacher training colleges (TTCs) in Malawi were included in the sample. The study utilized a descriptive survey design using a Teacher Education Evaluation Questionnaire that focused on major curriculum components and teaching competence. Both parametric and non-parametric statistical methods were employed to analyze and to interpret PSTs’ perceptions. The findings showed that most PSTs perceived the IPTE curriculum adequate. Perceptions varied significantly with respect to gender and type of institution but not with locale. PSTs from private-owned reported slightly favorable perceptions than those from government-owned TTCs, while female PSTs reported higher mean perception rating than male PSTs. Furthermore, PSTs from rural-based TTCs perceived the reviewed IPTE curriculum as being more adequate than their counterparts from urban-based TTCs. The study further revealed a statistically significant impact of gender and type of institution on respondents' perceptions of the reviewed IPTE curriculum’s adequacy. Implications of these findings are discussed.