The aim of this article is to find out the differences and similar solutions in the field of pedagogical practices of undergraduate teacher training in Slovak, Czech, Hungarian and Polish university education. The methodology is based on the analysis and comparison of four university workplaces that focus on pedagogical practices. Within the implementation of pedagogical practices, we can observe different approaches to the length and organization of pedagogical practices. While in the Czech Republic they organize internships on a continuous basis during the semester with the simultaneous participation of students in real teaching, in Slovakia, Poland and Hungary they organize short blocks of internships outside or during the semester that are more focused on observation and internships. Different goals and assessments of practice indicate different expectations and priorities in the educational process. All workplaces unanimously emphasize the importance of cooperation between universities and schools in the organization and implementation of pedagogical practices. There are many initiatives for change for all 4 countries, mainly due to starting a discussion in professional circles, e.g. when formulating and also testing a new proposal in the Czech and Hungarian environment and also during the changes that are currently being prepared in the Slovak Republic. Based on the above-mentioned results and knowledge of the legislative anchoring of pedagogical practices, we could derive the need for reform in Slovakia in pedagogical practices with an emphasis on more flexible organizations, clear goals and evaluations, and strengthening of cooperation between universities and schools.