Practicum programs provide pre-service teachers with the skills and competencies to navigate the teaching experience effectively. The insights gained from three pre-service teachers participating in a practicum program aimed at instructing very young learners within the Ecuadorian context are invaluable for understanding the iterative process that student teachers engage in and informing necessary adjustments to educational programs. This study involved six-semester students enrolled in the Pedagogy of National and Foreign Languages at an Ecuadorian public university and sought to explore their experiences during the practicum. Data were collected through document analysis, a written narrative with a visual component, and semi-structured interviews. The collected data were analyzed thematically using grounded theory. The findings revealed a cyclical process experienced by the pre-service teachers, beginning with their initial emotions and teaching beliefs and culminating in a sense of fulfillment regarding their experiences, consisting of six specific stages. Special emphasis was placed on psychological factors, such as managing emotions before and during the teaching experience, highlighting the need to incorporate this emerging issue into teacher development within higher education programs. The study also emphasizes the importance of linking theory and practice as a continuous process to better prepare future English teachers for real-world classroom environments.