The main objective of this study was to explore the teaching competence of upgraded teachers. To achieve this objective data were collected through questionnaire from 114 upgraded teichers, 30 supervisors, directors and department heads, and 30 teacher trainers; and tests ~re used to evaluate subject area knowledge. The data were analyzed using percentages. Arid the tests were scored out of 100% , analyzed quantitatively, and rated as very poor <30%, poor 31%~49%, fair50%-60%, good 61%-74%, very good 75%-84%, and excellent >84%. The result reveals that up graded teachers competence in subject matter knowledge is below the average or less competent. This implies that they have weakness in knowledge and unqerstanding of the curriculum, maintaining the logical sequences and proper depth of their subject, relating the subject with other subjects, preparation of supplementary materials and the like. Generally they lack general background and deep understanding in the subject they teach. And they are not competent enough in methodological skills. This implies that these teachers are in~fficient of such qualities that serve as enhancing students learning such as applying differen( active learnjng methods, addressing individual differences during classroom instruction, keeping accurate records of students' progress, applying valid scoring procedure and the like. So, it can be concluded that those identified upgraded teachers have less teaching competence for their level despite being upgraded to a diploma level. This suggests that the upgraded process and teecner education in primary education merits further scrutiny.