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The purpose of this study was to examine, systematize, and offer ways of balancing the teaching practicums of college and university teacher education programs, by examining their pre-teaching practicums and teaching–learning methods. The subjects were 276 teacher-candidates from four colleges and 164 teacher-candidates from six colleges; all institutions were of the same status. It was found that a pre-teaching practicum helps college and university teacher-candidates learn valuable material, but statistics show significant differences in perceptions regarding the pre-teaching practicum of colleges and those of universities. Second, practicums appeared to provide guidance in preparing lesson plans. Those college teacher-candidates who made demands regarding teaching–learning content, interactions with other teachers, and teaching different activities tended to learn more. Third, university teacher-candidates who made demands regarding the provision of mock teaching exercises, as well as college teacher-candidates who asked for teaching–observation activities, became more skilled in teaching different activities. Fourth, an examination of the theory-to-practice ratios among colleges and universities suggest that teacher-candidates from both required relatively more practice, but that college teacher-candidates showed more dissatisfaction with the material and demanded more practice.
