Today, we find much discussion and experimentation devoted to trying to improve the quality of secondary school mathematics teachers around the world. This article describes a typical pattern followed in Greece in the preparation of mathematics teachers, and suggests reasons for the inadequacy of this pattern, as well as proposing a solution to the problem. The author is convinced that much can be learned from the attempts of others working in education in several countries, in the hope that an exchange of ideas will lead to improved programs and practices. In this light, the problems of Greek experience in the training of secondary mathematics teachers are discussed in accordance with international standards, and serious shortcomings are pointed out. In conclusion, a possible remedy involving the design of a program based on the real needs of a secondary teacher is suggested.