A teaching practicum is often considered one of the most important components of teacher education programs. This study investigated how to improve the practicum for pre-service secondary school English teachers from their own perspectives. Data were collected from seventeen apprentice English teachers with different backgrounds and were qualitatively analyzed. The participants were requested to offer suggestions on how to improve the practicum in the areas of the teacher education program, the school, and future apprentices. Regarding the teacher education program, suggestions were made on preparation for the practicum, effective management, and administrative support. Suggestions for the school revolve around advice/feedback, teaching experience, school facilities, effective management, and class/school events. The participants proposed concrete ideas about how student teachers can enhance their teaching skills and prepare for the practicum before it begins. For apprentice teachers during the practicum, the participants commented on teaching practice, attitudes, learning as a student teacher, and the relationship with cooperating teachers and students. Pedagogical implications are discussed based on the findings.