Initiation into teaching is widely acknowledged as a challenging experience. However, these challenges become even more pronounced when compounded by teaching in life-threatening conditions. In light of this, the present study aimed to explore the challenges EFL pre-service teachers face during their school practicum in Ukraine. Both qualitative and quantitative research methods were employed in a complementary manner to offer a comprehensive portrayal of the challenges. The qualitative analysis yielded five intersecting themes encapsulating the challenges of student teaching: "learners," "instruction," "teacher identity," "facilities," and "initiation into teaching." Subsequently, the quantitative analysis of the qualitative findings indicated a moderate level of challenge across the identified themes. Unexpectedly, while the qualitative phase highlighted the serious challenges posed by teaching amidst war and the transition to online education, the quantitative data only partly supported these findings. Additionally, while the participants expressed significant challenges regarding their competence in the qualitative phase, the quantitative measurements indicated a high level of confidence in their perceived preparedness to fulfill teaching responsibilities. Finally, the divergence between pre-service teachers' high appreciation of their practicum experience and their hesitation to pursue a teaching career calls for further investigation to understand the underlying factors contributing to low teaching motivation.