This paper is aimed to explore preschool teacher preparation in Hawassa College of Teacher Education in light of the student-teaching experiences. Teaching practicum experience is one of the major opportunities for prospective teachers to advance their understanding about the profession. Colleges of Teacher Education in Ethiopia have generally given credibility to the student-teaching experiences. These experiences seem to be exciting, empowering and stimulating in many ways. However, the student-teaching experiences were also characteristically filled with lots of challenges beginning from the orientation program to the field supervision process and prost-student-teaching activities. Yet, these experiences have never been examined and lessons not extracted so far. This study employs a qualitative research design particularly phenomenological approach. The participants of this study were 20 composed of 12 prospective teachers, 6 teacher educators and 2 officers. For the sake of reliable data, all of the participants were selected purposively. Findings of this study reveal that even though pre-orientation is given, there is no post-practicum conference. Practicum materials for pre-primary teacher training is not relevant to the program nature. The supervision trend and support provision is not well- organized. Both trainees and tutors face scarcity of transportation while conducting practicum. Time allotment, trainee assignment, mentor assignment, language of instruction and assessment technique still requires to be aligned with the purpose of the program. Researchers suggest that the participation of properly trained professionals should be considered in the process of framework development.