Research has shown that effective teacher preparation should include both theoretical knowledge and experience. This is becoming even more important at the early childhood-level as funding for programs that prepare people to work in preschool settings. There is evidence that experience gained during the student teaching practice is most effective when the theoretical part gained in university-based course is relevant and well-connected. An important investigation through some research questions related to the student teaching practice arose while trying to understand this importance. So, the aim was to find out if preschool student teachers enter the profession with high hopes and expectations, valuing their relationship with preschool mentor teachers, seeking support from university-based supervisors, whether the importance of student teaching is as a valuable preparation phase and to understand if their experiences and perceptions during this period can significantly impact their readiness and effectiveness as future preschool teachers. N = 65 preschool student teachers participated in this study. The survey was delivered both before and after their student teaching practice. A paired sample T-test was used to compare data before and after their attendance in a preschool class. Results show that preschool student teachers improved their understanding during their student teaching practice, both positively and negatively.