Mother-tongue and multilingual education depends greatly on the quality of teachers who implement it. Teachers need more than knowledge of a local language. They require linguistic, pedagogical, cultural, multilingual, assessment, and material-development competences. They also require continuing professional learning that enables them to respond to changing classroom needs. The role of initial teacher preparation and continuing professional learning in strengthening mother-tongue education in Nigeria the competencies required by teachers working in multilingual classrooms and examin professional learning approaches such as workshops, seminars, mentoring, peer learning, classroom observation, professional learning communities, action research, and digital learning. also challenges associated with implementing mother-tongue education, including gaps between teacher preparation and classroom practice, limited learning materials, multilingual classroom realities, assessment difficulties, terminology development, and the need for sustained institutional support. The discussion informed by Cummins' perspective on bilingual education, a sociocultural perspective on learning, and the broader multilingual education perspective. UNESCO's recent guidance places multilingual education within a broader framework of inclusive and equitable education and emphasizes appropriate teacher preparation and professional support. The paper proposes an author-developed Mother-Tongue Teacher Preparation and Continuing Learning Framework (MTTPCF). The proposed framework integrates seven areas: language competence, pedagogical competence, multilingual competence, cultural competence, material-development competence, assessment competence, and continuing professional learning. The mother-tongue education should not be viewed only as a language-policy issue. It should be treated as an educational system requiring appropriately prepared teachers, suitable learning resources, relevant assessment practices, and continuous professional support.