This study examined the perceived effects of the teaching practicum on the teacher identity of EFL students’ teachers. This qualitative study interviewed 10 students’ teachers who had experienced teaching practice at schools in Banda Aceh. The findings found that the teaching practicum has impacted their professional identity. They became aware that doing the teaching is crucial. For improve their teaching skills and confidence and their commitment to be educators. Besides, these experiences underscored the significant impact teachers have on students’ confidence and willingness to learn, futher shaping the student teachers’ appreciation of their professional identity and responsibilities. It emphasizes the importance of intergrating academic knowledge with personal experiences and fostering active participation among student teachers to enhance their professional development and effectiveness in the classroom. Furthermore, the challenges encountered during internships contribute to the shaping of a teacher’s professional identity. In conclusion, teaching practicum affects their teacher identity. The teaching practicum serves as a bridge between threoretical knowledge and real-world application, allowing future educators to engage directly with the complexities of classroom dynamics, student needs, and instructional challenges.