This paper examined the intricate balance between explicit subject linguistic theory and pedagogic competence in an intercultural context. Using a simple descriptive survey research, the study utilized four universities from the Western states of Nigeria, out of which two were federal while two were state universities. Also sixty teachers and hundred students were randomly selected for the study. The major instruments used were two questionnaires administered to teachers and students. The questionnaire sought information regarding coverage of content, relevance of content, learn ability, integration, balance, attitude, materials in use etc. The respondents were also interviewed for additional information and clarification of the instruments. Reliability coefficients ranged from 0.75 to 0.90. Results were analyzed using frequency count of the responses and chi-square. Results confirmed that the respondents complained of imbalance between subjects and pedagogical knowledge base while majority of the respondents agreed that they do not have enough subject content. The real challenge they noted is the disproportionate distribution of content area and pedagogy in favor of professionalism. The study therefore recommended amongst others, that attempts should be made to overhaul the language teacher training programme in Nigeria for the enhancement of best practices. Furthermore, the re-evaluation of all educational components was called into play, for the purposes which are germane to competent language teacher preparation. Perhaps, there would be need for a shift from four to five years, so that teachers would have enough of subject content and pedagogic competence. Within this framework, a conceptual shift towards a "concurrent eclectic" model of language teacher education is proposed.
