Teachers work in different locations some of which are hard- to -live in while others are modern with all the necessary amenities and services. Using the Development Aid from People to People Mkushi Teacher Education College (DAPP-MTEC) model in Mkushi, the study examined how graduates from this college were prepared for difficult work environments in the country. The objectives of the study were to: identify curriculum activities that students at DAPP-MTEC learn; ascertain challenges that graduates face in implementing the curriculum activities in their postings and to establish how these activities help graduates to adapt in their postings. The study employed a case study design on DAPP-MTEC which runs a unique program of training teachers for hard- to live environments and rural areas. The sample size was 50. The sample comprised of 10 lecturers, 10 graduates and 30 students of DAPP-MTEC in Mkushi District. The lecturers and graduates participated in in-depth interviews separately while the students responded to a questionnaire. The study found that curriculum activities that DAPP-MTEC students learn include Coadministration, bussing tours, functional groups, and rural community experience and entrepreneurship skills. The challenges teachers faced included language barrier, some activities were time consuming, inadequate materials, adaptation problems, long distances between social amenities and inadequate infrastructure. The findings on how graduates can adapt were improving infrastructure, stakeholder involvement, conducting research, community sensitization and orientation of the graduates. The recommendations were that curriculum specialists should include areas that harness flexibility and selfreliance for adaptation and that government should put more effort in formulating policies that will provide a conducive environment in difficult to live areas supported by provision of adequate teaching and learning resources.