This baseline study focuses on analyzing policies and practices related to open and distance learning (ODL) and technology-enabled learning (TEL) in teacher education in Rwanda. The research, adopting a descriptive survey design, examines the status of ODL and TEL for teacher training, identifies challenges in policy practices, and proposes mitigating strategies. The findings underscore the Rwandan government's commitment to enhancing the teaching profession, with a significant increase in teaching staff across all educational levels. However, despite improvements, pupil-to-teacher ratios remain higher than Sub-Saharan Africa averages, signaling the need for increased efforts to train more teachers. The study highlights the historical emphasis on leveraging ODL and TEL in education, particularly after the 1994 genocide. Various ICT-related policies advocate for integrating technology into teacher training, but several key policies and strategies remain in draft form, indicating a gap in formal approval. Regarding ICT penetration in schools, the government has adopted smart classrooms and increased connectivity, yet challenges like maintenance and server capacity affect learning platforms' reliability. The University of Rwanda's College of Education offers blended learning, but the roadmap for ODL is unclear. The study recommends leveraging ODL/TEL as a cost-effective pathway to address the shortage of qualified teachers. It emphasises the importance of clear strategies, guidelines, and the use of MOOCs and OER for flexible continuing professional development and academic teacher education programmes. The Ministry of Education is encouraged to establish an open access repository for OER and formulate a comprehensive strategy for harnessing ODL/TEL for teacher education and professional development.