Abstract: It is generally perceived that teachers’ attitude to work is one of the major causes of primary school pupils ’ poor performance in examination. While some people shift the blame on sandwich Nigerian Certificate in Education (NCE) teachers. Others maintain that the full-time NCE teachers are accountable. This study therefore, compares the post-training job-performance of sandwich and full-time NCE graduates in Ogun state, Nigeria with a view to determining the level of efficiency of the products of the programme. The study adopted the descriptive survey design. A multi-stage technique was used to select 1,750 teachers from 300 public primary schools in Ogun state while 100 employers of labour and 50 stakeholders in education in the state. Two self-develop and validated instruments: graduate teachers ’ performance assessment questionnaire (r = 0.81) and graduate personnel appraisal questionnaire (r = 0.86) were used to collect data. About 5 null hypotheses were generated and tested at 0.05 level of significance. Data were analyzed using t-test and multiple regressions. Result showed that there were no significant differences in sandwich and full-time NCE graduates job-performance variables: lesson preparation (t = 1.67; p>0.05) and teaching methods (t = 1.03; p>0.05) and knowledge of professional practice and ethics (t = 1.99; p>0.05). Furthermore, lesson preparation, teaching methods and knowledge of professional practice and ethics correlate positively with the productivity of sandwich and full-time graduates, (R = 0.656) and full-time graduates (R = 0.800). They also accounted for 42.6% (adj. R² = 0.426) of the total variance in sandwich graduates productivity while for full-time graduates, this was graduates this was found to be 63.5% (adj. R² = 0.635). The result further showed that for sandwich graduates, the dependent variables made the following contributions to the prediction of job performance: lesson preparation (B = 0.258; p<0.05), teaching methods (B = 127; p<0.05) and knowledge of professional practice and ethics (B = 0.016; p<0.05). In order to enhance the quality of sandwich education there is need for upward adjustment of sandwich programmes ’ contact period, introduction of entrance examination as well as creation of enabling environment for teaching and learning.