Teaching practicum is a necessary part for pre-service teachers in developing teaching skills that affect future careers. Therefore, pre-service teachers' well-being is of interest to study. The study aims to investigate social relationship experiences of an English as a Foreign Language (EFL) pre-service teacher's well-being during teaching practicum. By adopting an autobiographical narrative inquiry methodology, the researcher encourages herself as the pre-service teacher to reflect upon her personal experiences and construct a rich narrative that captures the multifaceted aspects of the experiences. Thematic analysis techniques are employed to identify recurring patterns, themes, and meaningful insights from the gathered narratives. The findings contribute to the existing literature on pre-service teacher well-being by shedding light on the intricate relationship. The results provide valuable insights for teacher education programs and educational institutions to design effective support systems and interventions aimed at enhancing the social relationship experiences and well-being of pre-service teachers during the study. The research ultimately highlights the importance of cultivating positive social relationships within the context of pre-service teacher training as an essential aspect of teacher education programs. This research strives to contribute to the holistic development and professional growth of future educators, ultimately leading to improved teaching practices and enhanced student outcomes.
