The process of training teachers and its quality depends much on the professionalism of its instructors and the curriculum for their development. To improve this curriculum, its comparison to that used in advanced countries can be useful. Considering the goals, content, and ways of implementing the curricula for development of teacher educators in Finland, Singapore, and Iran, their similarities and differences were identified using the Bereday model. Although in all three curricula future oriented research, pedagogical content, electronic content productions, and the use of traditional methods are emphasized, it is the contrasts between the Iranian curriculum and that of the other two countries that seem to deserve closer attention. Emphasizing Islamic values, as well as articles, books, and instructional instruments production in both goals and content areas, the Iranian curriculum lacks approaches that emphasize integration, research, inquisitiveness, multidimensional thinking, interactive methods of sharing, cooperation, networking, and methods of combinatory learning that are based on the work environment and social interaction. The other two programs are similar in content and implementation method as they both emphasize integration and national development while protecting their native culture.