Practicum is one of the most important components of teacher education programs due to providing pre-service teachers with valuable experience and insights into teaching in a real-life context. However, it is necessary to examine the effectiveness of practicum at certain intervals from different aspects to maintain the high-quality teacher education. Considering the new curriculum implemented in practicum from 2021 on, this study scrutinized 32 pre-service English as a foreign language (EFL) teachers' views and experiences in four different types of practicum schools, including middle school, vocational training high school, Anatolian high school, and religious vocational high school. The study is qualitative in nature, utilizing reflection forms and semistructured interviews. Findings revealed a common agreement among participants on the benefits of practicum in terms of observation of mentor teachers, gaining teaching experience through individualized feedback, and realizing a theory and practice balance. However, findings showed some problems regarding several issues such as mentor teachers' lack of guidance and support as well as being a bad role model, insufficient feedback, insufficient technological infrastructure in the classrooms, and frequent occurrence of idle classes. Several recommendations are provided to improve practicum and hence teacher education.