Abstract
This study provides insight into the experiences and perceptions of teacher candidates, and how these may vary between first- and second-year candidates. Forty-seven participants from across Ontario volunteered to participate in this study, with six of those participants completing a semi-structured interview. First, survey data were analysed using data validation, partitioning, and coding. Second, interview data reduction and systematic coding were used to develop themes. The findings identified the most and least engaging aspects of Bachelor of Education programs, emotions evoked throughout, challenges faced, impactful components, and recommendations and modifications that should be made available to future teacher candidates.