The issue of quality in basic education in sub-Saharan Africa is inseparable from the quality of the teachers involved. From a review of the literature produced since 2000 in English and French, the present appraisal considers the position of these teachers in terms of changes both in their working conditions and their training. It reveals that they work in tough conditions with typically little job security, poor pay and loss of motivation. It also demonstrates that both their pre-service and in-service training are superficial and inadequate and thus have little bearing on classroom practice. Meeting these two major challenges is vital in achieving any improvement in the quality of basic education in sub-Saharan Africa.