Teaching practicum is a key element in the curriculum for training teachers, in which prospective teachers can apply their professional knowledge and skills to the actual practice of teaching and learning. With this issue in mind, this study analyzed what prospective teachers (third-year students in an university of education in Korea) experienced in their teaching practicum, and what their experiences mean in terms of primary education. The data for this study were collected using a questionnaire and a focused interview. Some conclusions are as follows. Firstly, the students defined the purpose of their teaching practicum differently, and recognized the teaching practicum as the experience of teaching reality. Secondly, pre-experiences in teaching practicum were found to be ‘depending on the will of college and prospective teachers’, ‘necessary but useless’, and ‘determined by luck but depending on willingness’. Thirdly, the experience of the training period was recognized as ‘growth as a teacher entrusted to chance’, ‘useful or useless’, ‘very different from school to school’, ‘necessary but not essential’, ‘conceived classes or realistic classes’, ‘now or after becoming a teacher’, and ‘hundred or zero of their existence’. Some implications are as follows. Firstly, it is necessary to organize different topics and contents of the orientation for each teaching practicum. Secondly, prospective teachers need some opportunities to share their experiences with other teachers and form relationships with them. Thirdly, Third, it is necessary to allow prospective teachers to have some standard experience, and to provide meaningful opportunities for their professional growth.