The practical training that students undergo and the characteristics they develop in their teacher education programmes are determined to a large extent by the type of "model and method of teacher education". In the new teacher education model schools are used as ,. '"authentk sites for student-teachers to practice what they have been taught in the college or university with and without assistance from the teachers in the school and college. The major purpose of this study was to assess the problems, challenges and deviations in the implementation of practicum in ANRS and comparing it with the national proposal The data • sources for the mission were systematically selected 164 student teachers, 54 teacher educators and 2 education experts. The data was secured through questionnaire and interview developed base<f. on the objectives and assumptions of TESO. Relevant statistical tools (percentage, - ~ mean, t-test) were used to analyze the data. Among the persistent deviation of mean could be mentioned. Time constraint, work overload, Disorientation, reluctance, loose coordination, too many and duplication of activities are few problems and challenges of practicum suggested. And -t' opportunities to interpret the theory in to practice o~ mismatch between what was designed and what was/is actually implemented in different dimensions of the assumptions of TESO was the deviation identified. Applying competence exam (quality assurance system) before deployment of new graduates to schools, conducting participatory and an ongoing assessment of the program, matching student teachers - teacher educators- school teachers tatio, creation of better chance for student teachers to implement the plans of TESO and allocation of sufficient budget for the specific program were some recommendations forwarded.