This study explores how microteaching supports the development of teaching competence, reflective practices, and professional identity in pre-service teachers, aligning with the principles of the Kurikulum Merdeka. In this study, the researcher employed a qualitative method and used purposive sampling to select participants who had completed the microteaching course, based on the criteria the researcher obtained 10 participants. The data were collected through semi-structured interviews in order to gain an in-depth understanding of students’ perceptions. The findings reveal that most participants held positive perceptions of microteaching, particularly in terms of building confidence, developing teaching skills, fostering creativity, and appreciating the flexibility provided by Kurikulum Merdeka. Reflection and feedback were also considered essential in shaping their professional growth. The discussion suggests that microteaching is an effective preparatory tool aligned with the principles of Kurikulum Merdeka. However, its success requires structured guidance, institutional support, and realistic teaching simulations to ensure that prospective teachers are fully prepared for the complexities of real classroom environments. While microteaching supports pedagogical development and curriculum alignment, it requires further support, structured guidance, and
realistic teaching simulations to optimize its effectiveness