This study examined pre-service business educators’ ratings of business education and competency development at FCT College of Education, Zuba-Abuja, Nigeria. Guided by Human Capital Theory, the study adopted a cross-sectional quantitative survey design. A census of 252 registered students was targeted and 232 usable responses were obtained for most questionnaire items, representing 92.1% coverage while one time-management item contained 224 responses. Data were collected with the Business Education and Competency Development Questionnaire (BECDQ), covering curriculum adequacy, entrepreneurship training, instructional delivery, practical learning experiences, communication, leadership and time management. The study used frequencies, percentages, weighted means, standard deviations and one-sample t-tests against the scale midpoint of 3.00. Ratings were favourable across all seven dimensions. Business Education recorded an overall weighted mean of 4.11, while Competency Development recorded 4.47. Among the dimensions, time management received the highest mean rating of 4.52, followed by leadership, 4.47 and communication, 4.43. Every item mean exceeded the criterion value significantly at p < 0.001. The findings provide institution-specific evidence that pre-service business educators perceive strong development of transferable competencies, particularly communication, time management and leadership, while instructional delivery remains comparatively less favourably evaluated. The study extends evidence on competency-oriented business education within the underrepresented Nigerian College of Education. The findings underscore the need for sustained experiential learning and stronger instructional delivery.