This study aimed to investigate the ways in which three different groups of pre-service teachers (i.e., undergraduate students in the faculty of education, undergraduate students in other faculties, and graduate students in the faculty of education) perceived the school internship program. Ninety-two undergraduate students in the faculty of education, 40 undergraduate students in other faculties, and 30 graduate students in the faculty of education responded a survey focusing on their satisfaction with the pre-, while-, and post-activity of the school internship program. The findings indicated that the undergraduate students in the faculty of education had the most opportunities to observe the in-service teachers’ class and to conduct their own classes. On the other hand, the undergraduate students in other faculties reported that the feedback from the in-service teachers were useful. Some of the undergraduate students in the faculty of education and the undergraduate students in other faculties asserted that the four-week period of the school internship program was not sufficient to understand and experience the field of education. Overall, the undergraduate and graduate students in the faculty of education showed higher satisfaction with the content and management of the school internship program. Based on these findings, the educational institutions need to provide differentiated educational service to pre-service teachers who are in a different educational program.