Recent literature indicates that the teaching profession is characterised by a significant degree of stress, which has been observed as a widespread issue across several countries. The presence of stress is an inherent aspect of the teaching profession and practicum training. Consequently, student teachers experience a predictable degree of stress as a result of the expectations to effectively integrate diverse knowledge and abilities within authentic school and classroom settings. Therefore, it is imperative to acknowledge and mitigate the impact of practicum stress, and it is upon teacher education programmes to adequately provide student teachers with the necessary skills and resources to effectively navigate this demanding professional environment. The primary objective of this chapter is to examine the impact of emotional intelligence, self-efficacy, subjective well-being, and resilience on the perceived stress levels of Malaysian student teachers during their practicum using Partial Least Squares Structural Equation Modeling (PLS-SEM) approach The study suggests that a multifaceted perspective and approach, addressing emotional intelligence, self-efficacy, subjective well-being, and resilience, is necessary to effectively support student teachers in managing the stress of the practicum. By addressing these factors, teacher education programs can better prepare and support future teachers in navigating the demands of the teaching profession.