Ensuring the quality of education pre-service English teachers receive is crucial for guaranteeing the effectiveness of the early language learning experiences of their future students. This qualitative case study examined how an English language streamed primary teacher education program and year-long teaching practicum prepared two year-four pre-service teachers to teach English in a local primary school in the Macau SAR. Transcripts of interviews with the two preservice teachers were subjected to qualitative content analysis to reveal how the education program and the teaching practicum left the participants prepared to teach English in primary schools. The pre-service teachers reported practical and theoretical knowledge acquired from the teacher education program was effective at enhancing their teaching during the practicum to different degrees. In addition, the pre-service teachers were shown to have lacked practical teacher knowledge that could have eased the transition from classroom-based learning to the teaching practicum. This chapter argues that strengthening the link between theory and practice and providing teaching experiences during the teacher education program may ease pre-service teachers’ anxiety about the formal teaching practicum while also leading to increased teaching effectiveness.