The purpose of this study was to investigate the perceived impact of teaching practicum on EFL student teachers' identity development, as well as the challenges they encountered and opportunities they gained during this experience. The data obtained from EFL student teachers is useful for contributing to the existing body of knowledge on teacher education and by understanding how the teaching practicum influences teacher identity, institutions can enhance their curriculum and instructional practices to better support EFL students' professional development. This study employed a qualitative design and the data was collected through semi-structured interviews. Using purposive sampling, participants in this study were students from batch 2019 of Department of English Language Education at UIN Ar-Raniry Banda Aceh who did their teaching practicum program in the eighth semester of the 2022/2023 academic year who had fulfilled all the requirements of the program with a passing grade and without requiring any remedial actions, involved 18 EFL students. Data analysis through thematic analysis showed that teaching practicum significantly influenced identity development by improving teaching skills, providing real-world experience, improving interpersonal skills, and helping them discover their identity as EFL teachers. Participants also mentioned challenges such as language proficiency limitations, classroom management, and time constraint. Furthermore, they also highlighted opportunities for professional growth, getting feedback from experienced teachers, and language development. The findings of this study contribute to the understanding of teacher identity development and offer implications for potentially improving teacher education programs.