This paper focuses on a qualitative case study concerned with teaching practicum as a pivotal component of teacher education in Malawi. It addresses some of the issues and concerns associated with workload, ill-defined mentoring support, and implementation of certain pedagogical orientations during teaching practicum placement. Purposive sampling was used to select participants. Data were collected through semi-structured interviews. The findings indicate that trainee teachers undergo varied and often challenging experiences during teaching practicum. To counter some of the concerns, suggestions are made to improve certain aspects of teaching practicum. There is need for authentic school-college partnerships, improved structures of school-based professional support, and a deeper awareness of the complexity of learner-centred pedagogy. It is imperative that teacher educators engage with these findings to further improve the design of teaching practicum and the overall quality of teacher education and teaching in Malawi.