Pre-service teacher education (PTE) programs require their students to get real teaching experience in a school or a college, where they learn how to interact with actual learners. Teaching practicum can result in positive and negative feelings that are beneficial or threaten a pre-service teacher's well-being. This study examined the experiences of pre-service teacher on positive emotions of well-being during teaching practicum based on positive emotions of the PERMA model by Mercer and Gregersen (2020). The aspects of positive emotions itself are the presence of positive emotions, lack of negative emotions, and life satisfaction. Data were collected through diaries and artifacts in the form of photos and screenshots during the teaching practicum. In this study, the researcher used autobiographical narratives that contain her positive feelings of well-being experiences during her teaching practicum. The researcher used the narrative inquiry theoretical framework from Barkhuizen et al. (2013) to analyze the data. The findings highlight that negative emotions are most commonly encountered during teaching practicum. In addition to these findings, this study also found the contribution and impact of positive emotional well-being on pre-service teachers. This study has future implications for education programs and school mentors to pay more attention to the well-being of pre-service teachers before, during, and after practicum teaching.