The current study examines pre-service English teachers’ perceptions about and proposals for improving a teaching practicum in Korea. A total of twenty-one Korean college students from an English education department completed a questionnaire survey after taking part in the teaching practicum. The collected data were assessed through frequency and content analysis using the Antconc programme. The results of the study reveal that pre-service English teachers evaluated interaction with students as the most beneficial aspect while preparing lesson plans was the most difficult part of teaching practicum. The results also indicate that instructional contents and activities were the most seriously considered in terms of teaching methods. Finally, most of the pre-service teachers who were serious about their teaching careers confirmed their concrete decisions to become teachers whereas a few others made opposite decision after completing teacher practicum. Based on the findings of the study, pedagogical implications and suggestion for L2 pre-service teacher education programmes made.