Given the importance of having well-being in education (Mercer S, 2020), this study attempts to use autobiographical narrative inquiry. It focuses on the researcher’s experience in teaching practicum with work engagement based on Schaufeli’s (2002) framework, which contains diaries and artifacts as the data. The findings revealed three cycles in the pre-service teacher’s teaching practicum with work engagement, namely university coursework, observation, and practice. In university coursework, the pre-service teacher could manage her time and mental resilience since work engagement showed indicators that helped her to manage herself to stay on task. In terms of observation, the pre-service teacher could use her prior knowledge and stay focused. Finally, the pre-service teacher’s practice improved when accomplishing her learning target. After experiencing work engagement in a teaching practicum, I, as the researcher reflected on myself that work engagement could improve her teaching skills and could be a method for pre-service teachers to increase mental resilience and motivation to do many tasks. This research has other implications for other researchers to develop this study with any research methodology by exploring different themes with more than one participant since this study only uses one participant.