Microteaching--an innovative teaching method in which students deliver a mini-lesson to a small group of peers within a limited timeframe to develop specific teaching skills and refine pedagogical behaviors--has been implemented in teacher education and training for half a century. This qualitative study explored the views of 10 graduate students regarding their experiences with microteaching during their undergraduate studies in a Greek pedagogical university department. Data were collected through free-texts composed by participants as a research tool and analyzed using qualitative content analysis. The findings revealed that graduate students held a positive stance toward microteaching, emphasizing its benefits and its positive impact on teachers' teaching skills and professional development. These results further reinforce the need for integrating microteaching into teacher education and training programs.