This study aims to determine the problems experienced in the teaching practice course in teaching programs and suggestions for the solution to these problems. This study, in which the qualitative research approach was used, was designed in the phenomenology pattern. The participants consisted of 10 faculty members and 10 teachers. In the study, data were collected from the participants through interviews conducted online through semi-structured interview forms. The data were analyzed using both content analysis and descriptive analysis techniques. The results of the research pointed out that the practice teachers and faculty members had problems in terms of gaining professional skills, communication between the faculty and the school, and evaluation, and they offered solutions for these problems. The research results revealed that the practice teachers and faculty members had problems about the curriculum, the negative personal characteristics of the pre-service teacher, the lack of classroom management, the low number of practical courses, the lack of professional knowledge of the pre-service teacher, the incompatibility of the curriculum, the systemic problems, the communication problems between the stakeholders, the lack of measurement tool, the lack of objective behavior, the lack of evaluation according to teaching fields, lack of feedback, lack of classroom management experience, the conflict between faculty and school program, the high number of students per practice faculty member and teacher, failure to coordinate the evaluation, limited activities in the plans, and the high number of students per instructor.

Teaching practice course, faculty members, teachers, phenomenology