Having received the stamp of an "often neglected" element in second language teaching, opinions of English Language Teaching (ELT) Teacher Trainees (TT) taking pronunciation as an explicit instruction course seem to be neglected in research advocated in this field as well. Moreover, features of pronunciation (segmentals and suprasegmentals), contributing to the development of this skill are minimally approached in a limited number of studies. Thus the present study aims at revealing ELT TTs' self-perceptions toward the pronunciation skill, attitudes toward its instruction, and their awareness regarding the difficulty and importance of the features of pronunciation skill. Using a mixed-methods research design, quantitative data was collected via a questionnaire from 111 teacher trainees and qualitative data was gathered via semi-structured interviews conducted with 11 participants. The overall results revealed that TTs have positive self-perceptions regarding the pronunciation skill and positive attitudes towards its explicit instruction. TTs' awareness of segmental and suprasegmental features was found to be different in some aspects and their awareness of the difficulty of suprasegmentals was dubious. Yet, participants consider segmentals as an easy feature of the pronunciation skill.